LIMITATIONS OF TECHNOMORPHIC TEACHING MODELS AND ARTIFICIAL INTELLIGENCE MENTORS IN A FOREIGN LANGUAGE CLASSROOM AT A UNIVERSITY

Background. The growing popularity of digital technologies and their rapid penetration into all areas of education are not always accompanied by a study of the potential negative consequences of these processes on the consciousness and moral sphere of the subjects of the educational process. Accordi...

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Vydáno v:Russian Journal of Education and Psychology Ročník 15; číslo 6; s. 266 - 289
Hlavní autoři: Chernoshtan, Olga N., Isaeva, Tatiana E.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Science and Innovation Center Publishing House 30.12.2024
Témata:
algorithmization of communication
artificial intelligence
artificial intelligent mentor
dehumanization of education
depersonalization
digitalization
higher education
neural network
social intelligence
teaching foreign languages
university
ISSN:2658-4034, 2782-3563
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Shrnutí:Background. The growing popularity of digital technologies and their rapid penetration into all areas of education are not always accompanied by a study of the potential negative consequences of these processes on the consciousness and moral sphere of the subjects of the educational process. According to our hypothesis, excessive and pedagogically unjustified passion for these technologies can lead to robotization and depersonalization of the learning approaches, when, as a result of copying the algorithms of artificial intelligent mentors and participating in computer testing, students experience a simplification of communication models, both in Russian and in a foreign language. As a result, in all types of their speech activity, attention is transferred from logic, stylistic and moral contents of the texts to guessing the most statistically probable combinations of language units by analogy with machine learning, which can lead to spiritual and intellectual degradation of university graduates. Purpose. To predict the potential risks of a profound transformation of human consciousness and its possible robotization when using technomorphic methods and intensive communication with artificial intelligence in the learning process. Materials and methods. Considering the theoretical nature of the study, the methods of scientific literature analysis, comparison, observation, deduction and synthesis were used. Results. The similarities and differences between the human brain and neural networks are highlighted. The authors believe that human thinking differs from machine thinking in its psycho-emotional side, the integrity of perception, the presence of moral and ethical principles, therefore, even in educational conditions, machine learning and communication should not become the preferred models for learning a foreign language. The role of communication in a foreign language as an interaction between a teacher and students in the formation of social and emotional intelligence of students is substantiated, which cannot be formed using artificial intelligence as a means of teaching, which sometimes allows ignorance of culture, erroneous and civilly dangerous answers. EDN: LTKYYO
ISSN:2658-4034
2782-3563
DOI:10.12731/2658-4034-2024-15-6-572