TEACHERS AND LEARNERS’ PERSPECTIVES ON THE USE OF GENERATIVE AI IN FOREIGN LANGUAGE EDUCATION

The rapid advancement of artificial intelligence has significantly impacted modern education. The study explores the attitudes of Ukrainian teachers and students towards generative artificial intelligence tools in the context of English language teaching and learning. The topicality of the research stems from the accelerated adoption of online educational tools in Ukraine due to the COVID-19 pandemic and Russia’s full-scale invasion. The study aims to explore how these circumstances have shaped perceptions of generative artificial intelligence and influenced its use in education. An online survey conducted in April 2024 collected data from 683 participants, including English language teachers, university students, and senior school learners from several Ukrainian regions. The results of the survey reveal a primarily positive attitude to artificial intelligence among both teachers and students, although students show a significantly higher level of positivity. The learners’ familiarity with such technologies and their integration into students’ daily lives may contribute to this positive outlook, while the teachers exhibit more caution due to concerns about the impact of artificial intelligence on traditional teaching methods. The study highlights common concerns about artificial intelligence tools, including generated data reliability issues, the risks of violating academic integrity and undermining critical thinking, Despite these drawbacks, their perceived benefits, such as the ability to generate educational materials quickly and provide instant answers, are valued by both groups. The author emphasises the need for tailored integration strategies that address the specific context of Ukrainian education. Recommendations based on the survey results include conducting training sessions on the use of artificial intelligence tools for educators, creating clear ethical guidelines on the use of generative artificial intelligence at different educational levels, and developing assignments which are resistant to generative artificial intelligence responses in order to enhance students’ critical thinking.