AI-Based Tools in English Language Learning Among Students Majoring in International Economic Relations
Year: 2026
Type: article
Abstract: The relevance of the study stems from the need to develop professional communicative competence among students majoring in International Economic Relations and the expanding opportunities for using artificial intelligence tools in English language learning. The aim of the article is to determine the potential of AI-based tools for developing foreign language communicative competence among students majoring in International Economic Relations. The study employed analysis and synthesis of scientific publications, comparison of previous research findings, functional classification of AI tools, and synthesis of the pedagogical conditions and limitations associated with their use. The findings systematize AI-based tools into six functional groups: generative assistants, conversational systems and pronunciation training tools, writing and editing tools, translation tools, vocabulary learning tools, and text-processing tools. The selection of a tool is shown to depend on the learning objective, the language skill to be developed, and the specific requirements of a professional task. The study identifies opportunities to use generative and voice assistants to simulate international negotiations, practise argumentation, and respond to a counterpart’s objections. The use of editing tools is substantiated for preparing business letters, commercial proposals, reports, and other documents in English. Ways of using AI tools to analyse English-language economic materials, develop listening skills, and learn terminology in international trade, finance, logistics, and investment are identified. The pedagogical conditions for using these tools are systematized, including alignment with learning objectives, the professional relevance of tasks, gradual increases in task complexity, and critical evaluation of automated feedback. The analysis establishes that AI-generated texts, translations, and language recommendations require verification because of the risk of factual errors, inaccurate use of specialized terminology, and distortion of meaning. The practical value of the findings lies in the potential use of the proposed classification and pedagogical conditions by English for Specific Purposes instructors when designing learning tasks for students majoring in International Economic Relations.
Source: Academic Visions
Authors: Alevtyna Kalyuzhna, Olena Radchenko
Institution: V. N. Karazin Kharkiv National University
Language: Ukrainian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225001368