THE ROLE OF AI IN TEACHING ENGLISH AS A SECOND LANGUAGE FOR CYBERSECURITY STUDENTS

This thesis examines how artificial intelligence supports teaching English as a second language to Cybersecurity students by aligning language outcomes with professional threat-analysis communication. Using analytical review and instructional design logic, it proposes AI-enabled tasks for vocabulary, discourse, and incident-report writing. Novelty lies in integrating cybersecurity-specific corpora with adaptive feedback and ethics-oriented digital literacy to improve accuracy, fluency, and domain relevance.