The Use of Artificial Intelligence for Adaptive Learning of Future English Teachers

  • Authors

    • Liudmyla Perminova Department of Pedagogy, Psychology and Educational Management named after Prof. E. Petukhov, Kherson State University, Ivano-Frankivsk, Ukraine
    • Liudmyla Popova Department of Theory, Practice and Translation of the English Language, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
    • Yuliia Zhukova Department of Pedagogy, Psychology and Educational Management named after Prof. E. Petukhov, Kherson State University, Ivano-Frankivsk, Ukraine
    • Olena Kononova Department of Ship-Engineering, Maritime Applied College of Kherson State Maritime Academy Ivano-Frankivsk, Ukraine
    • Alona Kotylo Department of Pedagogy, Psychology and Educational Management named after Prof. E. Petukhov, Kherson State University, Ivano-Frankivsk, Ukraine
    https://doi.org/10.14419/xganhc13

    Received date: May 12, 2025

    Accepted date: September 15, 2025

    Published date: September 26, 2025

  • Educational Process; Innovative Educational Technologies; Neural Networks; Source Language; Target Language; Virtual Platforms; English Language Teacher Training.

  • Abstract

    The purpose of this study was to investigate the benefits of using adaptive approaches, including the integration of artificial intelligence technologies, in teaching English to students. Two AI-based applications were initially selected: Duolingo and Babbel, which are used to develop various aspects of language competence, including listening, reading, writing, and speaking. The study was conducted in Ukraine and covered universities from different cities; the names of the higher education institutions stayed anonymous. The total number of respondents was 126, divided into two groups: one that used AI-based applications for teaching, and the other that followed conventional methods. Before the study began, the Test of English as a Foreign Language (TOEFL) was administered to assess the participants' general language proficiency. According to the test results, the average score of the first group increased from 74 to 88 points, while the second group’s score increased from 81 to 83 points. The greatest progress was noted in listening (from 16 to 22 points in the first group) and in writing (from 18 to 21 points). A paired t-test revealed significant improvement in the AI group (p<0.05), with effect sizes of Cohen’s d=0.8 for listening and 0.5 for writing, signifying medium to large effects. The second group had diminished advancement in all skills. The results indicate that AI-powered platforms such as Duolingo and Babbel are efficacious instruments for enhancing language proficiency, particularly in listening and writing.

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    Perminova, L., Popova, L. ., Zhukova, Y. ., Kononova, O. ., & Kotylo, A. . (2025). The Use of Artificial Intelligence for Adaptive Learning of Future English Teachers. International Journal of Basic and Applied Sciences, 14(5), 879-890. https://doi.org/10.14419/xganhc13