Designing English and Ukrainian language courses with AI tools: comparative approach
Keywords:
Artificial intelligence (AI), Education 4.0, digital transformation, English Language Teaching (ELT), Ukrainian Language Teaching (ULT), course design, personalization, adaptive learning, feedback and assessment, equity and ethical governance, ChatGPT, CopilotSynopsis
This chapter examines how artificial intelligence (AI) tools, primarily ChatGPT and Copilot, can inform the design of English Language Teaching (ELT) and Ukrainian Language Teaching (ULT) courses for philology students. Grounded in a structured comparative analysis, the study synthesizes literature, analyzes AI-assisted course drafts, and considers practical use cases to evaluate impacts on course architecture, teaching processes, and learner outcomes. Framed within Education 4.0 and ongoing digital transformation, findings show that AI supports personalization, timely formative feedback, multimodal task design, and data-informed instructional decisions, while improving time- and cost-efficiency for educators and administrators. At the same time, persistent challenges include accuracy and reliability, sensitivity to linguistic and cultural nuance, uneven digital competence, technical constraints, and ethical risks related to bias, privacy, and transparency. The chapter argues that AI augments rather than replaces the teacher and that effective adoption requires capacity-building, governance for ethical and equitable use, and attention to institutional readiness. Pragmatic recommendations are offered for integrating AI into ELT/ULT course design to enhance engagement and proficiency while safeguarding human-centered aims.
References
Richards, J. C., Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press, 270. https://doi.org/10.1017/9781009024532
Kvasova, O., Kavytska, T. (2014). The assessment competence of university foreign language teachers: A Ukrainian perspective. Language Learning in Higher Education, 4 (1), 159–177. https://doi.org/10.1515/cercles-2014-0010
Bilianska, M., Kolodyazhna, A., Shuhailo, Y., Bohoslavets, L. (2021). Peculiarities of the Ukrainian Language as a Foreign Language Teaching in the Conditions of Distance Learning. Proceedings of the International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Atlantis Press, 244–254. https://doi.org/10.2991/assehr.k.210525.029
Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition. San Francisco: Pearson Education; San Francisco State University, 347.
Kharitonenko, L. (2022). Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future. Futurity Education, 2 (1), 68–85. https://doi.org/10.57125/FED.2022.25.03.7
Chaika, O., Chahrak, N., Zhumbei, M., Apelt, H., Kopchak, L., Litvinova, A. (2021). Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching. International Journal of Health Sciences, 5 (3), 605–616. https://doi.org/10.53730/ijhs.v5n3.2618
Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly, 25 (2), 279–295. https://doi.org/10.2307/3587464
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press, 27–33.
Chaika, O. (2023). Multicultural Education in Foreign Language Teaching: Task-Based Approach. International Journal of Social Science and Human Research, 6 (3), 1476–1482. https://doi.org/10.47191/ijsshr/v6-i3-18
Lewis, M. (1993). The lexical approach. The State of ELT and a Way Forward. Hove: Language Teaching Publications, 223. Available at: https://www.scribd.com/document/482737921/Lewis-Michael-the-lexical-approach
Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press, 826. Available at: https://www.professorjackrichards.com/wp-content/uploads/Key-Issues-in-Language-Teaching-Reviewed-by-Le-Van-Canh.pdf
Bogush, A. M., Korolova, T. M., Popova, O. V. (2020). Foreign Language Education Standards: Ukrainian Dimension. Universal Journal of Educational Research, 8 (4), 1261–1272. https://doi.org/10.13189/ujer.2020.080417
Shramko, R., Stepanenko, M., Pedchenko, S., Pryima, L., Komlyk, N. (2023). Teaching Ukrainian as foreign language (TUkFL) at pedagogical university: Innovations and perspectives. Ad Alta: Journal of Interdisciplinary Research, 13 (2), 222–227. https://doi.org/10.33543/j.1302.222227
Celce-Murcia, M., Brinton, D. M., Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: Heinle ELT.
Chaika, O., Sharmanova, N. (2023). Innovative efficiency models in foreign language communication: lifelong learning and multiculturalism. Lifelong learning: models and methods of implementation. Kharkiv: PC TECHNOLOGY CENTER, 59–88. doi: https://doi.org/10.15587/978-617-7319-70-1.ch3
Dalimunthe, N. H., Widyantoro, A., Widiarti, Y., Islamiaty, D. (2023). Communicative games: Their implementation to improve students' speaking skills. International Journal of Contemporary Studies in Education (IJ-CSE), 2 (3), 168–175. https://doi.org/10.56855/ijcse.v2i3.617
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, London: Yale University Press, 352. Available at: https://www.ugr.es/~isanz/archivos_m3thodology/kumaravidelulibrocap1.pdf
Chaika, O., Domina, V., Nikolaienko, S., Fedosii, O. (2023). Zero tolerance to plagiarism in multicultural teamwork: Challenges for English-speaking non-EU and EU academics. World Journal of English Language, 13 (4), 14–22. https://doi.org/10.5430/wjel.v13n4p14
Bevz, O., Gembaruk, A., Zabolotna, O. (2018). Teaching and learning English can be different: introducing new methodology curriculum. Inspiring Professional Excellence in Teaching Languages. Bălţi: S. n. Tipogr. "Indigou Color", 22–32. Available at: https://ibn.idsi.md/sites/default/files/imag_file/22-32_8.pdf
Wang, R. (2019). Research on Artificial Intelligence Promoting English Learning Change. Advances in Social Science, Education and Humanities Research. Suzhou City, China: Atlantis Press. https://doi.org/10.2991/emehss-19.2019.79
Wang, Z., Cui, T., Cai, S., Ren, S. (2021). Team reflexivity, individual intellectual capital, and employee innovative behavior: a multilevel moderated mediation. Journal of Intellectual Capital, 23 (6), 1276–1295. https://doi.org/10.1108/jic-11-2020-0362
Sun, Z., Anbarasan, M., Kumar, D. (2020). Design of an online intelligent English teaching platform based on artificial intelligence techniques. Computational Intelligence, 37 (3), 1166–1180. https://doi.org/10.1111/coin.12351
Sharadgah, T., Sa'di, R. (2022). A systematic review of research on the use of artificial intelligence in English language teaching and learning (2015–2021): What are the current effects? Journal of Information Technology Education Research, 21, 337–377. https://doi.org/10.28945/4999
Mukhallafi, T. R. A. (2020). Using Artificial Intelligence for Developing English Language Teaching / Learning: An Analytical Study from University Students' Perspective. International Journal of English Linguistics, 10 (6), 40–53. https://doi.org/10.5539/ijel.v10n6p40
Fitria, T. (2021). The use of technology based on artificial intelligence in English teaching and learning). Elt Echo the Journal of English Language Teaching in Foreign Language Context, 6 (2), 213–233. https://doi.org/10.24235/eltecho.v6i2.9299
Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, A., Chartash, D. (2023). How does Chatgpt perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9, e45312. https://doi.org/10.2196/45312
Zilberman, A. (2019). AI and Learning: The Latest Learning Methodology. eLearning Industry. Available at: https://elearningindustry.com/artificial-intelligence-best-tool-learning-english
Sallam, M. (2023). Chatgpt utility in healthcare education, research, and practice: a systematic review on the promising perspectives and valid concerns. Healthcare, 11 (6), 887. https://doi.org/10.3390/healthcare11060887
Hu, X., Cai, Z., Olney, A. (2019). Semantic Representation and Analysis (SRA) and Its Application in Conversation-Based Intelligent Tutoring Systems (CbITS). Learning Science: Theory, Research, and Practice. Publishing: McGraw-Hill Education, 103–126. Available at: https://bpb-us-w2.wpmucdn.com/blogs.memphis.edu/dist/d/2954/files/2020/02/Hu2019-SRA.pdf
Maas, M. J., Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: A review of the literature. Technology, Pedagogy and Education, 29 (2), 231–249. https://doi.org/10.1080/1475939X.2020.1737210
Ravenscroft, A., Richards, P. Bunce, M.; Malloch, M., Evans. K., Cairns, L., O' Connor, B. (Eds.) (2022). Education 4.0: Is characterising and harmonising intelligences a way of thinking about a Pedagogy 4.0 for higher education, Final Chapter (40). The Sage Handbook of Learning and Work. Sage, 653–669. Available at: https://repository.uel.ac.uk/download/06908b53d78d1de277d941829e06f2b8e825ef85998ccffde5bb5e1224d1cf46/402483/AR-ch.40edited-late-draft-rv-V2.pdf
Holmes, W., Bialik, M., Fadel, C. (2023). Artificial intelligence in education. Globethics Publications, 621–653. https://doi.org/10.58863/20.500.12424/4276068
Maghsudi, S., Lan, A., Xu, J., van Der Schaar, M. (2021). Personalized education in the artificial intelligence era: what to expect next. IEEE Signal Processing Magazine, 38 (3), 37–50. https://doi.org/10.48550/arXiv.2101.10074
Pratama, M. P., Sampelolo, R., Lura, H. (2023). Revolutionizing education: harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of Education, Language Teaching and Science, 5 (2), 350–357. https://doi.org/10.52208/klasikal.v5i2.877
Yin, Z. (2023). Applying Artificial Intelligence (AI) in a Tutoring System for supporting students' English language learning in Hong Kong middle school. Hong Kong: The Education University of Hong Kong. Available at: https://educoll.lib.eduhk.hk/records/applying-artificial-intelligence-ai-in-a-tutoring-system-for-supporting-QjObAPqh
Qian, R., Sengan, S., Juneja, S. (2022). English language teaching based on big data analytics in augmentative and alternative communication system. International Journal of Speech Technology, 25 (2), 409–420. https://doi.org/10.1007/s10772-022-09960-1
Crompton, H., Edmett, A., Ichaporia, N., Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13460
Chaika, O. (2023). The role of artificial intelligence in higher education. Youth and Market, 6-7 (214-215), 69–74. https://doi.org/10.24919/2308-4634.2023.287898
Abrenilla, E. M., Redido, C., Abendan, C. F., Kilag, O. K. (2023). The Next Chapter of ELT: Embracing AI-Infused Pedagogies and Evolving Educational Strategies in the Post-Pandemic Landscape. Excellencia: International Multi-disciplinary Journal of Education, 1 (5), 124–135. Available at: https://multijournals.org/index.php/excellencia-imje/article/view/106
Palamar, S., Brovko, K., Semerikov, S. O. (2023). Enhancing Foreign Language Learning in Ukraine: Immersive Technologies as Catalysts for Cognitive Interest and Achievement. Information Technology and Implementation (IT&I–2023, November 20–21). Kyiv, 69–81. Available at: https://elibrary.kubg.edu.ua/id/eprint/48602/
Graesser, A., McNamara, D. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45 (4), 234–244. https://doi.org/10.1080/00461520.2010.515933
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Instructional technology and distance education, 2 (1), 3–10. Available at: https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf
Vygotsky, L. S., Cole, M. (Eds.) (1978). Mind in society: Development of higher psychological processes. Cambridge: Harvard University Press.
Grubišić, A., Stankov, S., Žitko, B. (2015). Adaptive courseware: A literature review. Journal of universal computer science, 21 (9), 1168–1209. Available at: http://161.53.22.65/datoteka/783247.JUCS2015_grubisic_stankov_zitko.pdf
Ferguson, R., Buckingham Shum, S. (2012). Social Learning Analytics: Five Approaches. Proceedings of the 2nd international Conference on Learning Analytics and Knowledge. New York: ACM Press, 23–33. https://doi.org/10.1145/2330601.2330616
Plucker, J. A. (Ed.) (2022). Creativity and innovation: Theory, research, and Practice. New York: Routledge, 370. Available at: https://www.homeworksmontana.com/wp-content/uploads/2022/09/20201207030946creativity_and_innovation_theory__research_and_practice.pdf.pdf
Johnson, W. L., Lester, J. C. (2016). Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later. International Journal of Artificial Intelligence in Education, 26, 25–36. https://doi.org/10.1007/s40593-015-0065-9
Woolf, B. P. (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. San Francisco: Morgan Kaufmann, 480. Available at: https://dl.acm.org/doi/10.5555/2155693
Baranwal, D. (2022). A Systematic Review of Exploring the Potential of Teachable Agents in English Learning. Pedagogical Research, 7 (1). https://doi.org/10.29333/pr/11553
Dillenbourg, P., Järvelä, S., Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. Technology-Enhanced Learning. Springer, 3–19. https://doi.org/10.1007/978-1-4020-9827-7_1
Parrish, P., Wilson, B. (2008). A design and research framework for learning experience. Proc. AECT 2008. Available at: https://www.academia.edu/1141738/A_Design_and_Research_Framework_for_Learning_Experience
Svyrydiuk, V., Bodyk, O., Kalinina, L., Prokopchuk, N., Khrystych, N. (2024). The digital frontier: Strategies and tools for cultivating educational-strategic competence for pre-service teachers. Information Technologies and Learning Tools, 101 (3), 1–14. https://doi.org/10.33407/itlt.v101i3.5547
Downloads
Published
September 29, 2025
Copyright (c) 2025 Oksana Chaika, Natalia Sharmanova, Natalia Berezovska-Savchuk
Details about the available publication format: PDF
PDF
ISBN-13 (15)
978-617-8360-20-7
How to Cite
Chaika, O., Sharmanova, N., & Berezovska-Savchuk, N. (2025). Designing English and Ukrainian language courses with AI tools: comparative approach. In O. Chaika (Ed.), EDUCATIONAL POLICY AND REFORMS: THE IMPACT OF GLOBALIZATION. Kharkiv: TECHNOLOGY CENTER PC. https://doi.org/10.15587/978-617-8360-20-7.ch1
