The linguodidactic potential of generative artificial intelligence in teaching English-language academic writing to future foreign language teachers
Year: 2026
Type: article
Abstract: The aim of the study is to provide a theoretical justification and experimental verification of a pedagogical integration model for generative artificial intelligence (GenAI) in the teaching of English-language academic writing to future foreign language teachers. The article substantiates the linguodidactic potential of generative artificial intelligence in teaching academic writing, develops a pedagogical integration model for GenAI aimed at the phased formation of academic writing competence and students’ reflective autonomy, and designs and implements a system of three linguodidactic cases that develop text structure, argumentation, and academic style using YandexGPT and GigaChat. An experimental assessment of the model’s effectiveness was carried out based on a comparative analysis of students’ academic writing competences and motivational indicators using quantitative and qualitative research methods. The scientific novelty of the study lies in the fact that, for the first time in the Russian linguodidactic context, a three-level pedagogical integration model of domestic GenAI platforms (YandexGPT and GigaChat) for teaching English-language academic writing to future foreign language teachers has been developed and experimentally verified. In addition, an original system of linguodidactic cases has been proposed that sequentially cultivates students’ reflective autonomy and critical stance toward results produced with GenAI – unlike existing approaches, which are predominantly oriented toward Western language models and do not provide for the staged development of reflective strategies. The study found that the methodically grounded inclusion of GenAI platforms in the educational process contributes to increased levels of academic writing competence and student motivation. At the same time, the effectiveness of GenAI use varies under the influence of certain factors, which necessitates a differentiated approach to its integration across different educational contexts.
Source: Pedagogy Theory & Practice
DOI: 10.30853/ped20260136
Institution: Lugansk State Pedagogical University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7166200659