Published June 30, 2025 | Version v1
Journal article Open

USING ARTIFICIAL INTELLIGENCE-BASED CHATBOTS FOR INTERACTIVE UKRAINIAN LANGUAGE LEARNING

Creators

  • 1. ROR icon Dragomanov Ukrainian State University
  • 2. Communal Institution of Higher Education «Dnipro Academy of Continuing Education» of Dnipropetrovsk Regional Council
  • 3. Кам'янець-Подільський національний університет імені Івана Огієнка
  • 4. ROR icon National Technical University "Kharkiv Polytechnic Institute"
  • 5. ROR icon Borys Grinchenko Kyiv Metropolitan University

Description

The use of chatbots based on artificial intelligence (AI) for teaching the Ukrainian language was considered
highly relevant in the context of the digitalization of education and the increasing demand to make students’
speech development more effective. Interactive tools were found to engage students more actively in the
learning process, addressing the limitations of traditional methods that often failed to accommodate
individual learners’ needs.
The aim of the study was to evaluate the impact of AI-based chatbots on the development of speech
competencies among secondary school students. The methodology included a questionnaire survey of
students, a pedagogical experiment involving chatbot-assisted learning, comparative analysis of learning
outcomes between the control group (CG) and the experimental group (EG), and systematic observation of
speaking activity.
The study confirmed that the use of chatbots significantly improved students’ speaking skills, increased their
motivation, and enhanced lesson interactivity. Specifically, the EG students demonstrated a 27%
improvement in productive speech performance and a 35% increase in the number of speech acts. In
comparison, the CG showed only a 12% increase in productivity and a 9% rise in speech acts, which was
notably lower than the EG results.
The conclusions highlighted that the integration of chatbots contributed to the development of sustainable
communicative skills and supported students’ motivation to learn. Teachers acknowledged the pedagogical
potential of such tools but also emphasized the need for additional training and improved technical
infrastructure.
The academic novelty of the research lay in the development of an interactive methodology for teaching
Ukrainian, which effectively combined traditional practices with innovative approaches such as
personalization and gamification. The practical value consisted in the applicability of the results for
improving Ukrainian language instruction, guiding the integration of AI tools into curricula, and enhancing
teacher qualifications.

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Dates

Available
2025-06-30

References

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