The framework of professional competence for foreign language teachers utilizing artificial intelligence

The article deals with the structure of professional competence of foreign language teachers in using artificial intelligence. Technical solutions based on artificial intelligence successfully implemented in the field of foreign language teaching include automated language assessment systems, intelligent learning systems, intelligent voice assistants, automated tools for creating learning materials, etc. Modern education faces the challenge of finding effective ways to integrate the latest technologies in order to expand the possibilities of foreign language teaching and make it more interesting and accessible for learners. The purpose of this paper is to determine the professional competence of foreign language teachers in the field of applying artificial intelligence in the didactic process; to identify the attitude, awareness and readiness of foreign language teachers to inte-grate technological solutions based on artificial intelligence into the teaching process, since the presence of professional competence and readiness to use artificial intelli-gence have always been invariant conditions for the successful integration of techno-logical tools in education. In order to achieve the set goals, a survey was conducted among foreign language teachers of Russian schools and universities, which was at-tended by 58 respondents. This survey confirmed that the majority of foreign language teachers recognize the importance and potential of using artificial intelligence in edu-cation. Almost all the respondents (93%) are familiar with the main technical solutions based on artificial intelligence and use them on a daily basis (47%). 83% of the surveyed teachers already have experience in applying artificial intelligence in their professional activities. Among the leaders are intelligent control and evaluation systems (70%) and virtual assistants (voice assistants and bots) – 40%. 95% of the teachers see opportuni-ties to reduce routine tasks through the application of artificial intelligence. More than half of the respondents (55%) believe that the latest technologies help to increase the level of motivation of students, which will, in turn, increase the efficiency of learning (40%) and improve its quality (38%). However, concerns about replacing teachers with artificial intelligence suggest that there is some anxiety about the possible negative ef-fects of automation and robotisation in education. These concerns are probably related to the low level of neurolinguidodactic competence of teachers. The article also presents the structure of neurolinguidodactic competence of a for-eign language teacher, which is to help to develop professional development programs for foreign language teachers in the field of using artificial intelligence. The results of the theoretical research allowed to identify the main general pedagogical and subject-pedagogical skills and knowledge necessary for successful integration of applications and chatbots supported by artificial intelligence into the process of mastering foreign languages, as well as into the organization and management of the learning process. Further research in this area will make it possible to create effective teaching methods using artificial intelligence, which contributes to improving the quality of education and training of future and current foreign language teachers.