ARTIFICIAL INTELLIGENCE AND TRANSLATION IN ENGLISH LANGUAGE TEACHING: OPPORTUNITIES AND CHALLENGES

Abstract. This article provides a comprehensive investigation into the role of artificial intelligence (AI) as a translation tool in the context of English language teaching (ELT). In recent years, language education has undergone a significant transformation under the influence of digital innovations, particularly AI-based applications. The authors focus on how these technologies are changing the way English is taught and translated in academic settings, highlighting both the opportunities and challenges that accompany this shift. Special attention is paid to the most commonly used AI tools in translation education, including machine translation platforms (such as Google Translate, DeepL, and ChatGPT), speech recognition technologies (Speech-to-Text), automatic subtitling (e.g., YouTube Subtitles, AI captioning tools), and AI-generated text content. These tools offer learners a wide range of benefits, such as real-time access to multilingual content, opportunities for immediate feedback, and the possibility to engage with authentic linguistic materials tailored to their individual learning styles and needs. The article outlines the pedagogical advantages of integrating AI into language learning: it encourages learner autonomy, fosters digital literacy, and enhances understanding through multimodal content delivery. AI can be particularly beneficial in blended and remote learning environments, supporting students from diverse linguistic backgrounds by providing customized resources and translation assistance. Instructors can also benefit from AI tools by using them to assess language errors, adapt assignments, and create personalized learning pathways for students. At the same time, the paper critically assesses a number of challenges associated with the increasing reliance on AI in translation-focused ELT. First, there is a risk of students becoming overly dependent on machine translation, which may hinder the development of independent language processing skills. Second, AI systems often lack the ability to interpret cultural context, stylistic nuance, and idiomatic expressions, leading to flawed or superficial translations. Third, the use of AI may contribute to the fossilization of language errors when students accept AI-generated content without question. Additionally, concerns are raised about academic integrity, as AI tools could be misused to plagiarize or present machine-generated work as original human output. The article emphasizes the need for pedagogically sound and ethically informed implementation of AI in education. Rather than serving as a replacement for human instruction, AI should be seen as a complementary tool that supports but does not replace critical thinking and intercultural understanding. The authors provide examples of classroom activities where AI is used to facilitate translation analysis, intercultural discussions, and evaluation of multiple translation options. These activities help students develop both technical and reflective skills. The discussion illustrates both the positive outcomes of AI integration (increased translation quality, greater learner motivation) and some unintended consequences (reduced grammatical awareness, mechanical task completion). The authors present case studies and teacher reflections that show how AI can either empower or inhibit learning, depending on the instructional context. The article also reviews current academic literature on AI in language education, referencing international practices from Europe and North America. One of the key points discussed is the potential of AI to foster intercultural competence. When accompanied by proper pedagogical frameworks, AI tools can help students build empathy, recognize cultural differences, and broaden their linguistic and cultural awareness. In conclusion, the article argues that AI, when used responsibly and critically, can be a powerful ally in translation education. Its effectiveness, however, depends on the level of digital and linguistic literacy of the learners, the design of learning tasks, and the presence of human guidance. The authors urge educators to treat AI not as a shortcut, but as a meaningful resource that must be thoughtfully integrated into language instruction. A set of practical recommendations is offered for teachers and curriculum developers: integrating project-based learning, blending AI and human translation approaches, discussing the ethical use of AI, and organizing workshops on evaluating AI-generated content. Such measures are vital for preparing learners to engage with AI tools responsibly and professionally in academic and real-world translation settings.