Integration of Artificial Intelligence Technologies into the Linguaeducational Process at the Pre-University Stage

The article examines the integration of artificial intelligence into the modern linguistic education process at the Pre-University Stage.
The relevance of this study lies in the fact that the current stage of development of linguodidactics is characterized by an active search for and implementation of innovative methods based on digital technologies. Multi-level artificial intelligence technologies, based on algorithms and driven by data, are becoming an extremely valuable tool for achieving educational goals, including language learning.
The purpose of this article is to identify the specific features of integrating artificial intelligence technologies into teaching Russian as a foreign language at the pre-university level and to explore foreign language learners' perceptions of the didactic potential of modern artificial intelligence in foreign language learning. The research's scientific novelty lies in its focus not only on the objective didactic application of artificial intelligence in teaching Russian as a foreign language, but also on the subjective perception of its potential by key participants in the educational process –foreign language learners at the pre-university level.
The study utilized general scientific research methods (analysis, generalization), survey methods, and statistical methods. The empirical basis of the study consisted of responses from international students in the preparatory faculty, as part of a survey designed to assess students' attitudes toward artificial intelligence, their perception of the usefulness of technologies for developing language and speech skills, and identify potential barriers to their use.
The study's results demonstrate a relatively high level of interest among foreign language learners in using AI assistants to personalize learning and develop speaking skills, but also highlight a lack of systematic pedagogical guidance for this process. The study concludes that it is necessary to develop an integrated methodological model that combines the advantages of artificial intelligence with traditional pedagogical approaches.

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