5
CHAPTER 1
CHAPTER 1
Designing English and Uk ainian language cou ses
wi h AI ools: compa a i e app oach
DOI: 10.15587/978-617-8360-20-7.CH1
Oksana Chaika, Na alia Sha mano a, Na alia Be ezo ska-Sa chuk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
Abs ac
This chap e examines how a i icial in elligence (AI) ools, p ima ily Cha GPT and Copilo , can
in o m he design o English Language Teaching (ELT) and Uk ainian Language Teaching (ULT) cou ses
o philology s uden s. G ounded in a s uc u ed compa a i e analysis, he s udy syn hesizes li e -
a u e, analyzes AI-assis ed cou se d a s, and conside s p ac ical use cases o e alua e impac s
on cou se a chi ec u e, eaching p ocesses, and lea ne ou comes. F amed wi hin Educa ion 4.0
and ongoing digi al ans o ma ion, indings show ha AI suppo s pe sonaliza ion, imely o ma-
i e eedback, mul imodal ask design, and da a-in o med ins uc ional decisions, while imp o ing
ime- and cos -e iciency o educa o s and adminis a o s. A he same ime, pe sis en chal-
lenges include accu acy and eliabili y, sensi i i y o linguis ic and cul u al nuance, une en digi al
compe ence, echnical cons ain s, and e hical isks ela ed o bias, p i acy, and anspa ency.
The chap e a gues ha AI augmen s a he han eplaces he eache and ha e ec i e adop ion
equi es capaci y-building, go e nance o e hical and equi able use, and a en ion o ins i u ional
eadiness. P agma ic ecommenda ions a e o e ed o in eg a ing AI in o ELT/ULT cou se design o
enhance engagemen and p o iciency while sa egua ding human-cen e ed aims.
KEYWORDS
A i icial in elligence (AI), Educa ion 4.0, digi al ans o ma ion, English Language Teaching (ELT),
Uk ainian Language Teaching (ULT), cou se design, pe sonaliza ion, adap i e lea ning, eedback and
assessmen , equi y and e hical go e nance, Cha GPT, Copilo .
English Language Teaching (ELT) and Uk ainian Language Teaching (ULT) encompass a mul i ac-
e ed app oach o language ins uc ion, ailo ed o mee he di e se needs o lea ne s wo ldwide
and locally [1–3]. As a ield wi hin applied linguis ics, ELT and ULT d aw upon a ious me hodologies,
heo ies, and pedagogical amewo ks o acili a e he acquisi ion and de elopmen o English and
Uk ainian language skills [4, 5] o mee he dynamic needs o lea ne s in a ious linguis ic and
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Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
cul u al con ex s [6] ia he Communica i e Language Teaching (CLT) me hodology, which em-
phasizes au hen ic communica ion, meaning ul in e ac ion in eal-li e communica i e asks, and
ask-based lea ning ac i i ies in language class ooms [1, 7]; Task-Based Language Teaching (TBLT),
which ocuses on he use o au hen ic, pu pose ul asks o p omo e language lea ning and p o i-
ciency while comple ing asks ha simula e eal-wo ld language use si ua ions [8, 9]; he Di ec
Me hod, which emphasizes he use o a ge language in ins uc ion and ocuses on o al commu-
nica ion skills [1]; he Audio-Lingual Me hod, which emphasizes epe i ion, mimic y, and pa e n
p ac ice o de elop language skills [4]; and he Lexical App oach, which ocuses on he eaching
o ocabula y and colloca ions as he building blocks o language [10]. Mo eo e , in [11], on op
o TBLT, such pedagogical amewo ks as Con en and Language In eg a ed Lea ning (CLIL), and
he Shel e ed Ins uc ion Obse a ion P o ocol (SIOP) model also in o m ELT and ULT p ac ice by
p o iding s uc u ed app oaches o in eg a ing language ins uc ion wi h con en lea ning. Fu he ,
om adi ional class oom-based ins uc ion o inno a i e echnology-enhanced lea ning en i on-
men s, ELT and ULT encompass a spec um o eaching p ac ices aimed a os e ing p o iciency in
lis ening, speaking, eading, and w i ing in English [12, 13].
1.1 E ol ing Pa adigms in Language Teaching
His o ically, ELT has e ol ed in esponse o changes in global communica ion, mig a ion pa -
e ns, and educa ional pa adigms [6, 14]; so did ULT [13]. The eme gence o communica i e lan-
guage eaching (CLT) in he la e 20 h cen u y ma ked a signi ican shi owa ds in e ac i e and
lea ne -cen e ed app oaches o language ins uc ion [7, 15] and emphasized he impo ance o
au hen ic communica ion, TBL, and meaning ul in e ac ion in language class ooms [1]. In con em-
po a y ELT and ULT p ac ices, educa o s employ a a ie y o ins uc ional s a egies and ech-
niques o engage lea ne s and p omo e language acquisi ion: communica i e ac i i ies, language
games, ole-plays, au hen ic ma e ials, and echnology-media ed asks [5, 16], p ima ily ocusing
on lea ne au onomy, cul u al awa eness, and c i ical language awa eness, ha al oge he has
become inc easingly p ominen in ELT and ULT cu iculum design [17, 18]. This leads o conclude
ha ELT and ULT con inue o e ol e in esponse o ad ances in linguis ic esea ch, educa ional
echnology, and he changing needs o lea ne s in di e se linguis ic and cul u al con ex s [16, 19].
Howe e , as educa o s s i e o enhance language eaching e ec i eness and p omo e language
lea ning ou comes, ongoing inno a ion and adap a ion emain essen ial elemen s o ELT and ULT
p ac ice; he in eg a ion o A i icial In elligence (AI) in educa ion will only s eng hen language
eaching by o e ing pe sonalized lea ning expe iences and adap i e eedback, empowe ing edu-
ca o s o anscend adi ional ins uc ional limi a ions and op imize lea ning ou comes. Thus, we
conside AI in educa ion o ep esen a pa adigm shi in eaching and lea ning p ac ices, o e ing
unp eceden ed oppo uni ies o inno a ion and ans o ma ion. AI echnologies, including na u al
language p ocessing (NLP), machine lea ning, and da a analy ics, a e e olu ionizing educa ional
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chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
p ocesses by enabling pe sonalized lea ning expe iences, adap i e ins uc ion, and da a-d i en de-
cision-making [20, 21].
In he con ex o ELT and ULT o uni e si y philology s uden s, AI holds immense po en ial o
enhance language lea ning ou comes by p o iding lea ne s wi h ailo ed suppo , eedback, and
engagemen oppo uni ies [22, 23]. By le e aging AI-powe ed ools and pla o ms, educa o s can
op imize ELT and ULT cou se design, add ess indi idual lea ne needs, and os e a mo e inclusi e
and e ec i e lea ning en i onmen , c ea e dynamic, adap i e, and pe sonalized lea ning expe iences
ha ca e o he di e se needs and lea ning s yles o indi idual lea ne s [24]. Th ough AI-d i en ap-
plica ions such as au oma ed w i ing e alua ion sys ems, language lea ning cha bo s, and adap i e
lea ning pla o ms, educa o s can p o ide imely eedback, sca old lea ning expe iences, and ack
lea ne p og ess mo e e ec i ely [25, 26]. Fu he mo e, AI enables educa o s o ha ness he as
amoun s o da a gene a ed in digi al lea ning en i onmen s o in o m ins uc ional decisions, iden i-
y lea ning ends, and imp o e cou se e icacy [27, 28]. I is assumed ha in eg a ion o AI in ELT
and ULT cou se design no only enhances language lea ning ou comes bu also empowe s educa o s
o c ea e mo e engaging, e icien , and s uden -cen e ed lea ning expe iences.
Following he abo e, he p ima y pu pose o his s udy was o examine he c i ical ole o AI in
he ield o ELT and ULT, wi h a speci ic ocus on i s signi icance in designing and implemen ing e ec-
i e language cou ses. Via he syn hesis o exis ing esea ch, heo e ical amewo ks, and p ac ical
examples, he wo k will elucida e he po en ial bene i s, challenges, and implica ions o in eg a ing
AI ools in o he cou se design p ocess. Th ough an in-dep h analysis o AI-powe ed applica ions
and me hodologies, i.e., Cha GPT and Copilo , we aimed o p o ide insigh s in o how educa o s can
ha ness he powe o AI o op imize ELT and ULT p ac ices, enhance pedagogy, and imp o e lea ning
ou comes o language lea ne s.
Posi ioning his analysis wi hin he b oade pa adigm o Educa ion 4.0 and ongoing digi al ans-
o ma ion, he chap e iews AI-assis ed cou se design as a d i e o pedagogical change a he
han a s and-alone echnical upg ade. The compa a i e ocus on English and Uk ainian con ex s
highligh s how adap i e echnologies suppo pe sonaliza ion, da a-in o med decisions, and lexi-
ble lea ning pa hways, while exposing cons ain s o une en digi al compe ence and ins i u ional
eadiness. F aming he s udy his way aligns he p ac ical cou se-design cases wi h in e na ional
deba es on anspa ency, bias, and equi y in AI-enhanced educa ion.
1.2 Ma e ials and Me hods
We employed a s uc u ed compa a i e analysis o e alua e he in eg a ion o AI ools, speci -
ically ocusing on Cha GPT and Copilo , in ELT/ULT cou se design o philology s uden s. To achie e
he se objec i es, we u ilized a ange o ma e ials o explo e he in eg a ion o AI ools in English
and Uk ainian language eaching. These included heo e ical amewo ks on educa ional echnology,
de ailed d a s o AI-assis ed ELT and ULT cou se designs, compa a i e s udies illus a ing he
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Educa ional policy and e o ms: he impac o globaliza ion
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p ac ical applica ion and ou comes o Cha GPT, Copilo and o he digi al ools in language educa-
ion. Thus, analyzing he concep ual amewo ks o esea ch, we ca ego ized he 52 sho lis ed
wo ks in o se e al dis inc g oups based on hei ocus on a i icial in elligence (AI) in educa ion,
language eaching me hodologies, and he in eg a ion o echnology in language lea ning. The ol-
lowing key g oups we e de e mined:
1) AI in language lea ning and educa ion (27%), whe e wo ks ocus on he applica ion, impac ,
and po en ial o AI in hese a eas; hey explo e how AI ools, eachable agen s, and in elligen
sys ems can enhance educa ional ou comes, pe sonalize lea ning expe iences, and suppo bo h
eache s and s uden s in he lea ning p ocess;
2) language eaching me hodologies and pedagogical s a egies (27%), wi h esea ch indings
ha co e ask-based lea ning, communica i e language eaching, and he lexical app oach; hese
p o ide heo e ical ounda ions and p ac ical s a egies o e ec i e language ins uc ion, ocusing
on bo h adi ional and inno a i e pedagogical app oaches;
3) in eg a ion o echnology in language lea ning (17%), which explo es he ole o a ious
echnologies in enhancing language lea ning and discusses he use o AI, i ual and augmen ed
eali y, social lea ning analy ics, and compu e -suppo ed collabo a i e lea ning; he ocus o dis-
inguished esea che s is on how hese echnologies can be in eg a ed in o he language lea ning
p ocess o imp o e engagemen , mo i a ion, and educa ional ou comes;
4) speci ic language con ex s and inno a ions in eaching (10%), which helped us p o ide
insigh s in o speci ic language eaching con ex s, such as eaching mode n Uk ainian, eaching
Uk ainian in p o essional se ings, eaching Uk ainian as a o eign language, inno a ions in language
eaching in Uk aine, and he use o imme si e echnologies; he wo ks mainly highligh localized
app oaches and case s udies ha demons a e he applica ion o inno a i e eaching p ac ices in
di e en educa ional se ings;
5) o he esea ch complemen ing he indings in mo e ad anced a eas, e.g., ELT, mul icul u al
educa ion, inno a ions in educa ion e c.
The esea ch esul s co e ed a wide ange o opics ela ed o AI in educa ion and he impo -
ance o obus pedagogical amewo ks, causing he need o inno a i e s a egies ailo ed o
speci ic educa ional con ex s. De ailed d a s o ELT and ULT cou ses designed wi h he assis ance
o Cha GPT and Copilo se ed as ounda ional ma e ials o analysis, and examina ion o hei
applica ion illus a ed pe spec i e ou comes.
To e alua e he in eg a ion o AI ools in ELT and ULT cou se design, we conduc ed a s uc u ed
compa a i e analysis, inco po a ing a comp ehensi e li e a u e e iew and de ailed examina ion
o AI-assis ed cou se d a s. We analyzed he da a ob ained and p esen ed he ea u es, capa-
bili ies, and ou comes o Cha GPT and Copilo as opposed o o he AI ools in he con ex o ELT
and ULT cou se design. This in ol ed e alua ing he ools' e ec i eness in pe sonalizing lea ning,
p o iding eedback, and suppo ing ins uc ional decisions. A supplemen was he key pe spec-
i e o educa o s and adminis a o s – he p oposed app oach would u n cos - and ime e i-
cien . De ailed s udies o he Cha GPT and Copilo cou se d a s helped unde s and he p ac ical
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chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
implemen a ion o AI ools in language eaching o English and Uk ainian o uni e si y philology
s uden s. These s udies p o ided insigh s in o he bene i s and challenges ha may be expe ienced
by bo h educa o s and s uden s. Ul ima ely, he in o ma ion om heo e ical amewo ks, cou se
design d a s, and compa a i e s udies was syn hesized o iden i y pa e ns, d aw conclusions, and
p o ide ecommenda ions o e ec i e AI in eg a ion in language eaching o English and Uk ainian
o philology s uden s.
1.3 The Role o AI in Educa ion
The ole o AI in educa ion is mul i ace ed and con inues o e ol e apidly wi h ad ancemen s
in echnology. Based on he s udies and indings by X. Hu e al. [29], M. Maas e al. [30],
A. Ra ensc o e al. [31], W. Holmes e al. [32], e c., he ollowing key aspec s o AI's ole in
educa ion include pe sonalized lea ning, da a analy ics, in elligen u o ing sys ems, au oma ion o
adminis a i e asks, i ual lea ning en i onmen s, language lea ning and ansla ion, which a e
no he exhaus i e lis (Fig. 1.1).
da a analy ics
in elligen u o ing sys ems
i ual lea ning en i onmen s
language lea ning and ansla ion
au oma ion o adminis a i e asks
pe sonalized lea ning
Fig. 1.1 Key aspec s o AI's ole in educa ion
Sou ce: esea ch indings
I is ound ha wi h pe sonalized lea ning AI algo i hms can analyze as amoun s o da a o
ailo lea ning expe iences o indi idual s uden s' needs, p e e ences, and lea ning s yles. AI sys-
ems easily p o ide pe sonalized ecommenda ions, adap i e con en , and a ge ed eedback; hey
can also op imize lea ning ou comes and engagemen [33, 34]. Simila ly, AI-powe ed u o ing sys-
ems can enhance s uden s' pe o mance when hey simula e one-on-one u o ing expe iences by
p o iding pe sonalized ins uc ion, eedback, and suppo o s uden s. These sys ems can be also
used by ELT and ULTs o adap o s uden s' p og ess, diagnose lea ning gaps, and sca old lea ning
expe iences o acili a e mas e y o concep s [23, 29, 35].
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Da a analy ics enables he collec ion, p ocessing, and analysis o educa ional da a on a la ge
scale. This da a-d i en app oach allows ELT and ULT educa o s o gain insigh s in o s uden pe o -
mance, iden i y lea ning ends when eaching English and Uk ainian as L1 o L2, and make da a-in-
o med decisions o imp o e eaching and lea ning p ac ices [23, 36, 37].
Fu he , AI echnologies can sa e a g ea deal o eache s' ime as hey may au oma e ou ine
adminis a i e asks, such as g ading assignmen s, managing s uden eco ds, and scheduling
classes. Educa o s in ELT and ULT can alloca e mo e ime and esou ces o eaching and suppo ing
s uden s [31, 32, 38] ins ead o spending hei ime on assessmen s and aking no es manually.
As VR ( i ual eali y) is ad ancing a an immense speed, AI-d i en i ual lea ning en i onmen s
can be used in ELT and ULT class ooms o c ea e imme si e and in e ac i e lea ning expe iences,
e.g., i ual class ooms, simula ions, and gami ied lea ning ac i i ies. I is ag eed wi h M. Maas and
J. Hughes [30], and E. Ab enilla e al. [39] ha " hese en i onmen s enable s uden s o engage
wi h cou se ma e ials in dynamic and engaging ways", enhancing mo i a ion and e en ion [40].
Finally, AI-powe ed language lea ning pla o ms and ansla ion ools can assis s uden s in
lea ning English and Uk ainian as L2, imp o ing p onuncia ion, and ansla ing ex s in eal- ime.
These ools le e age na u al language p ocessing and machine lea ning algo i hms [40] o acili a e
language acquisi ion and communica ion [38].
A la ge, AI has he po en ial o e olu ionize educa ion by enhancing pe sonalized lea ning
expe iences, imp o ing eaching e iciency, and expanding access o quali y educa ion. Howe e ,
i is essen ial o add ess e hical conside a ions, p i acy conce ns, and ensu e equi able access o
AI echnologies o maximize hei bene i s o all lea ne s.
D awing upon cogni i e science, lea ning heo ies, and educa ional psychology, heo e ical
amewo ks a ise essen ial guides o unde s anding he ole o AI in educa ion and i s in eg a ion
in o ELT p ac ices p o ide a concep ual basis o he de elopmen and implemen a ion o AI-powe ed
educa ional echnologies. Wi hin he b oade con ex o educa ion, a ious heo e ical pe spec i es
shape he discou se su ounding AI in eg a ion. Cons uc s om cogni i e science, such as schema
heo y and in o ma ion p ocessing models, o e insigh s in o how lea ne s acqui e, p ocess, and
e ain knowledge, hus in o ming he design o AI algo i hms and adap i e lea ning sys ems [41].
Mo eo e , da ing back, lea ning heo ies such as cons uc i ism, socio-cul u al heo y, and con-
nec i ism p o ide heo e ical unde pinnings o unde s anding how lea ne s cons uc knowledge,
engage wi h lea ning ma e ials, and in e ac wi hin lea ning en i onmen s [42, 43] and emphasize
he impo ance o ac i e engagemen , social in e ac ion, and au hen ic lea ning expe iences. Wi h
he ad ance o mode n digi aliza ion, AI echnologies can acili a e pe sonalized lea ning pa hways
h ough collabo a i e pla o ms, and in e ac i e lea ning en i onmen s. Fu he mo e, in he speci ic
con ex o ELT and ULT, pedagogical heo ies play a c ucial ole in guiding he in eg a ion o AI ools
o enhance language ins uc ion. Cons uc i is app oaches, which emphasize he ole o lea ne s
as ac i e pa icipan s in hei own lea ning p ocess, align closely wi h he p inciples o AI-d i en
pe sonalized lea ning. They p o ide lea ne s wi h oppo uni ies o explo a ion, disco e y, and e-
lec ion, AI-powe ed language lea ning pla o ms can sca old lea ning expe iences and p omo e
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chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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deepe unde s anding o language concep s [38, 40]. Simila ly, he socio-cul u al heo y, which
emphasizes he socio-cul u al con ex o lea ning and he impo ance o social in e ac ion in knowl-
edge cons uc ion, in o ms he design o AI-suppo ed collabo a i e lea ning en i onmen s in ELT/
ULT [43]. Language lea ning cha bo s, i ual language exchange pla o ms, and collabo a i e w i ing
ools le e age AI echnologies o acili a e pee in e ac ion, language p ac ice, and cul u al exchange
among lea ne s om di e se linguis ic backg ounds. Finally, as men ioned in in oduc ion ask-based
lea ning (TBL) heo y p o ides a p ac ical amewo k o in eg a ing AI ools in o ELT and ULT ped-
agogy [38]; i emphasizes he use o au hen ic, eal-wo ld asks o p omo e language lea ning and
communica ion skills, aligning closely wi h he goal o AI-d i en language lea ning applica ions o
p o ide con ex ualized, ask-o ien ed language p ac ice. To summa ize, he heo e ical amewo k
o he ole o AI in educa ion and pedagogical heo ies suppo ing AI in eg a ion in ELT and ULT p o-
ides a ich concep ual basis o unde s anding he po en ial impac o AI echnologies on language
eaching and lea ning, enabling educa o s o ha ness he powe o AI o c ea e inno a i e, adap i e,
and e ec i e lea ning en i onmen s ha empowe lea ne s o achie e hei language lea ning goals.
1.4 F amewo ks o Designing ELT and ULT Cou ses wi h AI Tools
The in eg a ion o AI ools in o he design and deli e y o ELT cou ses equi es a s uc u ed
amewo k ha aligns pedagogical p inciples wi h echnological capabili ies. Se e al amewo ks
ha e eme ged o guide educa o s in e ec i ely inco po a ing AI ools in o ELT cou se design, acil-
i a ing pe sonalized lea ning expe iences, and op imizing lea ning ou comes. The li e a u e e iew
ad ances a wide a ie y o amewo ks which aim a adap i e lea ning, da a-d i en ins uc ional
design, pedagogical agen , and social lea ning.
The adap i e lea ning amewo ks le e age AI algo i hms o dynamically adjus cou se con en ,
pace, and di icul y le el based on indi idual lea ne needs and pe o mance [44] while da a-d i en
ins uc ional design amewo ks u ilize AI-d i en analy ics o in o m cou se design decisions, iden i y
lea ning ends, and assess lea ne p og ess [45]. The o me , as opposed o da a-d i en ame-
wo ks, can ailo lea ning pa hways, ecommend esou ces, and p o ide pe sonalized eedback
o enhance language acquisi ion and mas e y by analyzing lea ne in e ac ions, p e e ences, and
pe o mance da a [33, 34, 46] while wi h he la e educa o s can i e a i ely e ine cou se ma e-
ials, ac i i ies, and assessmen s o be e mee lea ne needs and op imize lea ning ou comes, by
analyzing lea ne da a, such as engagemen me ics, assessmen esul s, and lea ning ajec o ies.
Nex , pedagogical agen amewo ks in eg a e AI-powe ed pedagogical agen s in o cou se
design o p o ide pe sonalized suppo , guidance, and eedback o lea ne s [37, 47]. These i ual
agen s, powe ed by na u al language p ocessing and machine lea ning echnologies, can engage
lea ne s in in e ac i e dialogues, sca old lea ning ac i i ies, and p o ide imely assis ance, enhanc-
ing lea ne engagemen and mo i a ion in language lea ning con ex s [48, 49]. Howe e , he alue
o social lea ning amewo ks canno be unde es ima ed as hese can con ibu e e en mo e as hey
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Educa ional policy and e o ms: he impac o globaliza ion
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le e age AI echnologies o acili a e collabo a i e lea ning expe iences [15], pee in e ac ion, and
knowledge sha ing among lea ne s [50].
Based on he abo e i is ound highly easonable o inco po a e social lea ning ea u es such as
discussion o ums, collabo a i e p ojec s, and pee e iew ac i i ies in o ELT cou ses. I is ag eed
wi h P. Pa ish and B. Wilson [51], and O. Chaika e al. [6] ha hen educa o s can c ea e a
suppo i e lea ning communi y whe e lea ne s can engage in meaning ul language p ac ice and
cul u al exchange.
Mo eo e , in line wi h he Quali ies and Le els o Expe ience Model p esen ed by P. Pa ish
and B. Wilson, i is aken u he ha bo h educa o s and lea ne s can g ow hei expe ise,
whe e he engagemen le els may apply o educa o s i espec i e o hei yea s o employmen
and pedagogical expe ience – om hose designing ELT and ULT cou ses while ha ing no and ha dly
any expe ience and eeling o ced o do ha o hose enjoying challenging endea o s and aes he ic
expe ience (Fig. 1.2).
Challenging Endea o s
Aes he ic
Expe ience
Pleasan Rou ine
Sca e ed/Incomple e Ac i i y
Fo ced, Mindless Rou ine
Unconsciousness (No expe ience)
In en
P esence
Openness
T us
Immediacy
Malleabili y
Compellingness
Resonance
Cohe ence
Si ua ional Quali ies
Quali ies and Le els o Expe ience
Indi idual Quali ies
Fig. 1.2 Quali ies and le els o expe ience o educa o s' AI-powe ed ELT and ULT compe ence
Sou ce: [51]
F om he abo e pe spec i e, amewo ks o designing ELT and ULT cou ses wi h AI ools p o-
ide educa o s wi h s uc u ed app oaches o in eg a ing AI echnologies in o cou se design and
deli e y. Tha becomes easily manageable wi h le e aging adap i e lea ning, employing da a-d i en
13
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
ins uc ional design, pedagogical agen s, and social lea ning amewo ks, and lea ning expe iences
once pe sonalized will become mo e engaging and dynamic, which al oge he will op imize language
lea ning ou comes o di e se audience in ELT and ULT con ex s.
1.4.1 AI Tools o ELT and ULT Cou se Design
AI ools ha e e olu ionized ELT and ULT cou se design, o e ing inno a i e solu ions o enhance
lea ning expe iences and ou comes o s uden s. Based on he s udy esul s, as well as discus-
sions wi h eache s, he below enlis ed AI ools appea ed o lead and le e age ad anced ech-
nologies, i.e., NLP and da a analy ics o p o ide pe sonalized, in e ac i e, and e ec i e language
lea ning expe iences. Rega ding ELT and ULT cou se design, hese AI ools encompass a wide ange
o applica ions, including:
a) language p ac ice and in e ac ion, whe e AI-powe ed cha bo s and i ual assis an s enable
lea ne s o engage in simula ed con e sa ions, language p ac ice ac i i ies, and in e ac i e exe cis-
es; hese ools p o ide pe sonalized eedback, guidance, and suppo , enhancing lea ne s' speaking,
lis ening, and communica ion skills in au hen ic con ex s;
b) pe sonalized lea ning pa hways ela e o adap i e lea ning sys ems ha u ilize AI algo i hms
o analyze lea ne da a and adjus cou se con en , pace, and di icul y le els based on indi idual
lea ning needs and p e e ences; by ailo ing lea ning pa hways o each s uden 's s eng hs, weak-
nesses, and lea ning s yles, hese ools op imize lea ning ou comes and p omo e lea ne au onomy
and engagemen ;
c) eedback and assessmen a e c ucial o ELT and ULT cou se design, and AI-d i en eedback
mechanisms enable au oma ed e alua ion o language p o iciency, g amma accu acy, and w i ing
skills; mo eo e , hese ools p o ide imely, a ge ed eedback o philology s uden s, iden i ying
a eas o imp o emen and guiding hem owa ds mas e y o language concep s and skills;
d) con en c ea ion and cus omiza ion, unde which AI echnologies acili a e he c ea ion and
cus omiza ion o lea ning ma e ials, exe cises, and assessmen s; na u al language gene a ion algo-
i hms gene a e ex -based con en , while machine lea ning algo i hms adap con en o lea ne s'
p o iciency le els, in e es s, and lea ning objec i es, ensu ing ele ance and engagemen ;
e) language lea ning analy ics, AI-powe ed analy ics ools analyze lea ne da a o iden i y pa -
e ns, ends, and insigh s ela ed o language lea ning p og ess and pe o mance; educa o s can
use hese insigh s o ack s uden p og ess, assess lea ning ou comes, and in o m ins uc ional
decisions, he eby op imizing cou se design and deli e y.
I a i es ha wi h AI ools ELT and ULT cou se design can be easily ans o med in o an en-
gaging ac i i y o educa o s and o lea ne s i will o e pe sonalized, in e ac i e, and da a-d i en
lea ning expe iences. Educa o s can c ea e dynamic and engaging language lea ning en i onmen s
ha ca e o he di e se needs and p e e ences o lea ne s, ul ima ely enhancing language p o i-
ciency and p omo ing li elong lea ning.
20
Educa ional policy and e o ms: he impac o globaliza ion
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Cou se objec i es:
1. To amilia ize s uden s wi h he basic componen s o English g amma .
2. To de elop s uden s' abili y o analyze and unde s and sen ence s uc u e.
3. To enhance s uden s' p o iciency in using English g amma accu a ely and e ec i ely in bo h
spoken and w i en communica ion.
4. To cul i a e s uden s' c i ical hinking skills h ough he examina ion and applica ion o g am-
ma ical p inciples.
5. To p o ide oppo uni ies o s uden s o p ac ice and e ine hei g amma skills in au hen ic
con ex s.
Cou se ou line:
Week 1–2. In oduc ion o g amma :
– o e iew o he cou se objec i es, expec a ions, and esou ces;
– de ini ion o g amma and i s impo ance in communica ion;
– pa s o speech: nouns, p onouns, e bs, adjec i es, ad e bs, p eposi ions, conjunc ions,
and in e jec ions.
Week 3–4. Sen ence s uc u e:
– basic sen ence elemen s: subjec , p edica e, objec ;
– sen ence ypes: decla a i e, in e oga i e, impe a i e, exclama o y;
– sen ence pa e ns and a ia ions.
Week 5–6. Ve b ense and aspec :
– o e iew o e b ense sys em: p esen , pas , u u e;
– p og essi e aspec and pe ec aspec ;
– e b conjuga ion and i egula e bs;
Week 7–8. Noun ph ases and p onouns:
– noun ph ase s uc u e: de e mine s, modi ie s;
– ypes o p onouns: pe sonal, possessi e, demons a i e, ela i e, in e oga i e, inde ini e;
– ag eemen be ween p onouns and an eceden s.
Week 9–10. Adjec i es and ad e bs:
– unc ions and placemen o adjec i es;
– deg ees o compa ison: posi i e, compa a i e, supe la i e;
– ypes and unc ions o ad e bs.
Week 11–12. Sen ence ans o ma ion and edi ing:
– sen ence ans o ma ion exe cises: a i ma i e o nega i e, ac i e o passi e, di ec o
indi ec speech;
– p oo eading and edi ing echniques;
– pee e iew and eedback sessions.
Week 13. Re iew and assessmen :
– e iew o key concep s and g amma ules co e ed in he cou se;
– p ac ice exe cises and quizzes;
21
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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– inal assessmen : w i en exam and/o p ac ical assignmen .
Cou se ma e ials:
– ex book: "Unde s anding English G amma " by B. S. Aza ;
– online esou ces: g amma exe cises, in e ac i e u o ials, and supplemen a y eadings;
– g amma e e ence guides and handou s p o ided by he ins uc o .
Assessmen :
– weekly quizzes and homewo k assignmen s (30%);
– mid e m exam co e ing g amma concep s and applica ion (30%);
– inal p ojec : w i ing assignmen o g amma ical analysis ask (20%);
– inal exam: comp ehensi e assessmen o cou se con en (20%).
Teaching me hodology:
– lec u es: heo e ical explana ions and examples p esen ed by he ins uc o ;
– in e ac i e ac i i ies: g oup discussions, pai wo k, and ole-play exe cises;
– hands-on p ac ice: g amma d ills, w i ing asks, and edi ing exe cises;
– mul imedia p esen a ions: ideos, audio eco dings, and online u o ials.
G ading policy:
– A: 90–100%;
– B: 80–89%;
– C: 70–79%;
– D: 60–69%;
– F: below 60%.
Cou se policies:
– a endance: egula a endance and ac i e pa icipa ion in class ac i i ies a e expec ed;
– la e submissions: assignmen s submi ed a e he due da e will incu a penal y;
– academic in eg i y: plagia ism o chea ing will esul in disciplina y ac ion as pe uni e si y
policies;
– accommoda ions: s uden s wi h disabili ies o special needs should con ac he ins uc o o
a ange app op ia e accommoda ions.
No e: his cou se ou line se es as a gene al amewo k and can be modi ied o adap ed ac-
co ding o he speci ic needs and p e e ences o he ins uc o and s uden s.
In summa y o he abo e ELT cou ses, se e al ad an ages o D a C cou se design o ELT
should be no ed o e he cou ses in D a s A and B, i.e., sys ema ic o ganiza ion and comp ehen-
si e co e age, in e ac i e eaching me hods and balanced assessmen , and alignmen wi h lea ning
objec i es and p ac ical applica ion. Fi s ly, unlike he cou se design c ea ed by Copilo in D a A,
which may lack de ailed o ganiza ion o comp ehensi e co e age o g amma opics, D a C p o-
ides a clea and s uc u ed ou line co e ing undamen al g amma concep s in dep h, ensu ing s u-
den s ecei e a ho ough unde s anding o English g amma . Secondly, he la e d a by Cha GPT
in con as o D a B, which may lack in e ac i e elemen s o a ied assessmen s a egies,
inco po a es di e se eaching me hodologies such as g oup discussions, pai wo k, and mul imedia
22
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
p esen a ions, along wi h a balanced assessmen s a egy including quizzes, exams, and p ojec s,
which al oge he ensu es ac i e s uden engagemen and holis ic e alua ion o lea ning ou comes.
Finally, unlike bo h cou ses in D a s A and B, which may no ully align wi h bo h heo e ical and
p ac ical lea ning objec i es, D a C o ELT design s ikes a balance be ween heo e ical explana-
ions and p ac ical applica ion, in eg a ing eal-li e examples and w i ing/edi ing exe cises o ein-
o ce lea ning and p omo e e ec i e communica ion skills in English. Mos impo an ly, and wha is
going o be discussed in challenges o implemen ing AI ools o ELT cou se designs, D a C includes
he no e in he end: "This cou se ou line se es as a gene al amewo k and can be modi ied o
adap ed", which is c i ically impo an o e hical conside a ions and o iginali y s a emen [18] o
he wo k by educa o s.
D a D (copy-pas ed om Copilo ).
Cou se i le: Mode n li e a y Uk ainian.
Cou se desc ip ion: his cou se in oduces s uden s o Mode n Li e a y Uk ainian, encom-
passing i s de elopmen , cul u al con ex , and con empo a y usage. I aims o de elop s uden s'
p o iciency in Uk ainian language and acquain hem wi h signi ican li e a y wo ks and media ha
shape mode n Uk ainian discou se.
Cou se objec i es:
1. To unde s and he e olu ion o he Uk ainian language and i s li e a y o ms.
2. To analyze and in e p e Uk ainian li e a y ex s and media c i ically.
3. To enhance language skills in eading, w i ing, speaking, and comp ehension.
4. To explo e he ole o li e a u e and media in e lec ing and shaping socie al alues and
iden i y.
Cou se con en :
1. In oduc ion o mode n li e a y Uk ainian:
– his o ical de elopmen o he Uk ainian language;
– o e iew o he Uk ainian li e a y canon;
– language s uc u e and con empo a y usage.
2. Li e a u e and cul u al iden i y:
– s udy o key li e a y igu es and hei con ibu ions;
– explo a ion o hemes such as iden i y, na ionalism, and he indi idual e sus socie y.
3. Uk ainian li e a u e and ilm:
– analysis o li e a y wo ks adap ed in o ilms;
– he in e play be ween isual and ex ual na a i es.
4. Con empo a y Uk ainian media:
– examina ion o cu en Uk ainian media and jou nalism;
– he impac o media on language and cul u e.
5. Language and poli ics:
– he in luence o poli ical mo emen s on language and li e a u e;
– case s udies: Maidan Re olu ion and he Russia-Uk aine con lic .
23
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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Lea ning ou comes:
– demons a e an unde s anding o he s uc u e and usage o mode n li e a y Uk ainian;
– c i ically analyze Uk ainian li e a y ex s and media;
– communica e e ec i ely in bo h spoken and w i en Uk ainian;
– e lec on he cul u al and poli ical dimensions o Uk ainian li e a u e and media.
Assessmen me hods:
– w i en assignmen s analyzing li e a y ex s and media;
– o al p esen a ions on selec ed opics;
– pa icipa ion in class discussions;
– inal exam encompassing comp ehension, ansla ion, and essay w i ing.
Recommended eadings:
– selec ions om wen ie h-cen u y Uk ainian li e a u e and ilm;
– con empo a y Uk ainian p ose and poe y;
– academic a icles on Uk ainian language and cul u al s udies.
Cou se du a ion: one academic yea ( wo semes e s).
P e equisi es: none. This cou se is designed o beginne s.
Teaching me hods:
– lec u es and semina s;
– g oup discussions and deba es;
– ilm sc eenings and analysis;
– language labs o p ac ice.
This d a is a s a ing poin and can be ailo ed o mee he speci ic needs and goals o you
academic p og am. I 's also essen ial o include a a ie y o assessmen me hods o ca e o
di e en lea ning s yles and o p o ide s uden s wi h a comp ehensi e unde s anding o Mode n
Li e a y Uk ainian.
D a D as an AI-gene a ed cou se design holds bo h s eng hs and weaknesses. Fi s , i o e s
a comp ehensi e o e iew o mode n Uk ainian li e a y language, in eg a ing his o ical de elopmen ,
key li e a y igu es, and con empo a y media and poli ics. Second, he in e disciplina y app oach
p o ides s uden s wi h a holis ic unde s anding o he Uk ainian language's cul u al signi icance.
Thi d, he cou se also emphasizes p ac ical applica ion h ough language labs, ilm analysis, and
g oup discussions, enhancing s uden s' speaking, w i ing, and analy ical skills. Finally, he ocus on
c i ical hinking and cul u al iden i y helps s uden s app ecia e he b oade socio-cul u al impac o
language. I may se e as a backbone o build on he necessa y elemen s and design mo e speci ic
ea u es. A he same ime, a lis o weaknesses may e e o a b oad ange o opics, which migh
limi he dep h o co e age o each a ea, po en ially lea ing philology s uden s wi h a supe icial
unde s anding o he equi ed in o ma ion. Then, he esou ce-in ensi e na u e o he cou se, e-
qui ing echnology, ma e ials, and skilled ins uc o s, may no be easible in all educa ional se ings
gi en he age and IT-compe ence o lec u e s. Mo eo e , assessmen me hods, while di e se, migh
no ca e o all lea ning s yles, disad an aging s uden s uncom o able wi h o al p esen a ions
24
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
o g oup discussions. Addi ionally, despi e being designed o i s yea philology s uden s, he
cou se migh be challenging o hose wi h no p io exposu e o Uk ainian language o li e a u e,
necessi a ing addi ional suppo . Finally, he con ex -speci ic con en may limi he cou se's appeal
o a b oade audience, especially hose no speci ically in e es ed in Uk ainian s udies.
D a E (copy-pas ed om Cha GPT, Ve sion 3.5).
Cou se i le: Mode n li e a y Uk ainian o i s -yea bachelo s uden s.
Cou se desc ip ion: his cou se in oduces i s -yea bachelo s uden s o mode n li e a y
Uk ainian, ocusing on i s e olu ion, cul u al con ex , and con empo a y usage. The cou se aims
o de elop s uden s' p o iciency in Uk ainian language skills and amilia ize hem wi h signi ican
li e a y wo ks and media shaping he mode n Uk ainian discou se.
Cou se objec i es:
1. To unde s and he e olu ion o he Uk ainian language and i s li e a y o ms.
2. To c i ically analyze and in e p e mode n Uk ainian li e a y ex s and media.
3. To enhance linguis ic skills in eading, w i ing, speaking, and comp ehension in Uk ainian.
4. To explo e he ole o li e a u e and media in e lec ing and shaping socie al alues and
iden i y.
Cou se ou line:
Week 1–2. In oduc ion o mode n li e a y Uk ainian:
– o e iew o he cou se objec i es, expec a ions, and esou ces;
– his o ical de elopmen o he Uk ainian language;
– key cha ac e is ics o mode n li e a y Uk ainian.
Week 3–4. Li e a y canon and cul u al iden i y:
– in oduc ion o signi ican igu es in mode n Uk ainian li e a u e;
– explo a ion o hemes such as iden i y, na ionalism, and socie al alues;
– analysis o selec ed li e a y wo ks.
Week 5–6. Uk ainian li e a u e in ilm:
– examina ion o li e a y wo ks adap ed in o ilms;
– compa a i e analysis o na a i e echniques in li e a u e and ilm;
– ilm sc eenings and discussions.
Week 7–8. Con empo a y Uk ainian media:
– analysis o mode n Uk ainian media and jou nalism;
– he impac o media on language and cul u e;
– case s udies o no able media ex s.
Week 9–10. Language and poli ics:
– explo a ion o he poli ical in luences on language and li e a u e;
– case s udies on he Re olu ion o Digni y and he Russia-Uk aine con lic ;
– analysis o poli ical discou se in li e a y ex s.
Week 11–12. P ac ical language skills:
– language labs ocusing on eading, w i ing, and speaking skills;
25
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
– p ac ical exe cises and eal-li e applica ions;
– pee e iew and eedback sessions.
Week 13. Re iew and assessmen p epa a ion:
– e iew o key concep s and cou se ma e ials;
– p ac ice exe cises and quizzes;
– p epa a ion o inal assessmen s.
Week 14. Final assessmen s:
– w i en examina ion co e ing cou se con en ;
– o al p esen a ions on selec ed opics;
– submission o a inal essay o p ojec .
Cou se ma e ials:
– ex book: selec ed wo ks o mode n Uk ainian li e a u e;
– supplemen a y eadings: a icles and exce p s om Uk ainian media;
– ilm exce p s and documen a ies;
– online esou ces: language exe cises, in e ac i e u o ials, and mul imedia con en .
Assessmen me hods:
– weekly quizzes and homewo k assignmen s (30%);
– mid e m exam on li e a y analysis and language skills (25%);
– o al p esen a ions and pa icipa ion in class discussions (20%);
– inal w i en exam and/o p ojec (25%).
Teaching me hodology:
– lec u es: heo e ical explana ions and con ex ual backg ound;
– semina s: g oup discussions and in-dep h analysis;
– language labs: p ac ical exe cises and language p ac ice;
– mul imedia p esen a ions: ilm sc eenings and media analysis.
G ading policy:
– A: 90–100%;
– B: 80–89%;
– C: 70–79%;
– D: 60–69%;
– F: below 60%.
Cou se policies:
– a endance: egula a endance and ac i e pa icipa ion in class ac i i ies a e expec ed;
– la e submissions: assignmen s submi ed a e he due da e will incu a penal y;
– academic in eg i y: plagia ism o chea ing will esul in disciplina y ac ion as pe uni e si y policies;
– accommoda ions: s uden s wi h disabili ies o special needs should con ac he ins uc o o
a ange app op ia e accommoda ions.
No e: his cou se ou line is a gene al amewo k and may be adap ed o mee he speci ic
needs and goals o he academic p og am and i s s uden s.
26
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
D a E o ULT in addi ion o cou se i le, desc ip ion, and objec i es, p o ides a de ailed
week-by-week b eakdown o he cou se con en , which helps in be e planning and ensu es com-
p ehensi e co e age o he opics. This s uc u ed app oach acili a es a mo e o ganized lea ning
expe ience o philology s uden s and helps language ins uc o s manage he cou se imeline e -
ec i ely. I also includes a speci ic week dedica ed o e iew and assessmen p epa a ion which
ensu es ha s uden s ha e ample ime o consolida e hei lea ning, cla i y doub s, and p epa e o
he inal assessmen s. We ind i pa icula ly bene icial o i s -yea philology s uden s who migh
be new o uni e si y-le el examina ions. Ano he bene i o D a E design is wo weeks dedica ed
o p ac ical language skills wi h language labs, p ac ical exe cises, and pee e iew sessions. This
ocus on p ac ical applica ion ensu es ha philology s uden s can di ec ly apply wha hey ha e
lea ned, enhancing hei linguis ic p o iciency in a hands-on manne . Addi ionally, D a E explici ly
ou lines cou se policies, including a endance, la e submissions, academic in eg i y, and accom-
moda ions o s uden s wi h disabili ies. This anspa ency helps se clea expec a ions om he
beginning, ensu ing a ai and s uc u ed lea ning en i onmen .
Compa ing he ULT cou se designs, i should be no ed ha bo h ULT d a s co e simila op-
ics, including he his o ical de elopmen o he Uk ainian language, li e a y analysis, con empo a y
media, and he impac o poli ics on language. Howe e , D a E's weekly ou line p o ides a mo e
g anula app oach, ensu ing each opic is co e ed ho oughly wi hin a speci ic ime ame.
I should no be missed ha bo h d a s gene a ed by Copilo and Cha GPT employ a mix o
lec u es, semina s, g oup discussions, and mul imedia p esen a ions. They also include p ac ical
language labs, which a e emphasized clea ly and appea o be an in eg al pa o he cu iculum,
ensu ing ha philology s uden s ge ample p ac ice. Bo h d a s use a a ie y o assessmen
me hods, including w i en assignmen s, o al p esen a ions, and pa icipa ion in class discussions.
D a E, howe e , is mo e speci ic abou he pe cen age b eakdown o assessmen s and includes a
dedica ed e iew week, which is ad an ageous o s uden p epa a ion. Ul ima ely, D a E o ULT
includes de ailed cou se policies and a clea g ading policy, p o iding anspa ency and se ing clea
expec a ions o s uden s whe eas D a D o ULT men ions di e se assessmen me hods bu does
no elabo a e on policies o g ading c i e ia.
Ne e heless, bo h d a s by Copilo and Cha GPT a e designed o a ull academic yea ( wo
semes e s) and a e aimed a philology beginne s, ensu ing equal accessibili y o i s -yea s u-
den s wi h no p io exposu e o he Uk ainian language o li e a u e. Howe e , i is isible ha
D a E p o ides a mo e de ailed and s uc u ed cou se design, wi h clea weekly ou lines, dedi-
ca ed ime o assessmen p epa a ion, and a s ong emphasis on p ac ical language skills. These
ea u es make i a mo e s uden -cen e ed and well-o ganized cou se, likely o enhance he lea ning
expe ience o i s -yea philology s uden s. D a D o ULT, while comp ehensi e, lacks he de-
ailed s uc u e and speci ic p epa a ion componen s ha D a E o e s.
Compa ing he cou se designs o ELT and ULT om bo h Copilo and Cha GPT e eals dis inc
app oaches and s eng hs in hei amewo ks. Cha GPT's cou se designs a e o ganized on a week-
by-week basis, p o iding clea p og ession o philology s uden s. This de ailed s uc u e includes
27
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
p ac ical language labs, an emphasis on his o ical de elopmen , and hema ic modules co e ing
li e a u e, media, and poli ics; ano he s eng h lies in i s cla i y and s uc u ed p og ession, which
makes i easie o s uden s o ollow and unde s and he cou se con en . In con as , Copi-
lo 's cou se designs a e o ganized a ound hema ic modules wi hou a s ic week-by-week b eak-
down. The con en co e s essen ial language skills, li e a u e, media analysis, and cul u al hemes,
emphasizing c i ical analysis and he cul u al con ex o he language. The s eng h o he app oach
is encou agemen o s uden s o hink c i ically and unde s and he b oade cul u al and poli ical
dimensions o language. Addi ionally, he cou se designs by Copilo and Cha GPT balance language
p o iciency wi h cul u al unde s anding, emphasizing p ac ical applica ions and he socio-poli ical
con ex o language use.
The e o e, he main di e ence be ween he wo ools in designs lies in hei s uc u e and
ocus. Cha GPT's designs a e mo e s uc u ed wi h a clea week-by-week ou line, which p o ides a
s aigh o wa d p og ession o s uden s, which when combined wi h p ac ical exe cises, is pa ic-
ula ly bene icial o philology beginne s. On he o he hand, Copilo 's designs a e o ganized a ound
hema ic modules, allowing o lexibili y and deepe hema ic explo a ion. This app oach os e s
c i ical hinking and e lec ion [15] ha b ings a deepe unde s anding o cul u al and poli ical
con ex s, en iching he lea ning expe ience [38]. In he end, bo h Copilo and Cha GPT emphasize
a balance be ween language p o iciency and cul u al unde s anding.
1.4.3 Bene i s and Challenges o AI In eg a ion in ELT/ULT Cou se Design
Following he examples o possible applica ion upon in eg a ion o AI, pa icula ly h ough ools
like Cha GPT and Copilo , in o ELT/ULT and educa ion, i should be emphasized ha AI b ings o h a
mul i ude o bene i s and challenges in he cou se design. V. S y ydiuk e al. [52] easonably no e,
" he use o in o ma ion echnologies, componen s o which include lea ning pla o ms o applica-
ions, op imizes and imp o es bo h class oom and ex acu icula independen lea ning ac i i ies
o s uden s as a means o mas e ing w i en language independen ly". Among he bene i s, he
ollowing can be men ioned:
1) eady- o-go d a o an ELT/ULT cou se o be modi ied and amended by educa o s;
2) enhanced in e ac i i y inasmuch Cha GPT and Copilo os e in e ac i e lea ning expe iences,
allowing lea ne s o engage in eal- ime con e sa ions o ecei e immedia e coding suppo ,
ha os e s ac i e pa icipa ion and engagemen , making lea ning mo e dynamic and imme si e;
3) pe sonalized eedback as hese AI ools o e pe sonalized eedback ailo ed o indi idual
lea ne needs, add essing speci ic language o p o iciency a eas o imp o emen , and by p o iding
a ge ed guidance, hey acili a e mo e e ec i e skill de elopmen and lea ning p og ession;
4) eal- ime assis ance wi h which philology s uden s bene i om ins an access o language
p ac ice o p og amming suppo , enabling hem o o e come challenges and make p og ess in
hei lea ning jou ney wi hou delays, which will accele a e lea ning and boos con idence;
28
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
5) au hen ic lea ning oppo uni ies, which a e enabled ia Cha GPT o Copilo and hei au hen-
ic language use h ough con e sa ional in e ac ions, by means o simula ing au hen ic con ex s,
p o iding lea ne s wi h p ac ical, hands-on expe ience ha enhances hei skills and p epa es hem
o eal-wo ld applica ions.
To he challenges we e e :
1) accu acy and eliabili y o he in o ma ion p o ided, which is pa amoun o educa ion and
educa o s; i means ha educa o s canno ely on he p o ided da a and should e i y he co ec -
ness o e e y hing sugges ed by AI ools in o de o p e en misin o ma ion o e o s ha could
impede lea ning p og ess;
2) language and cul u al nuances, as AI models may s uggle wi h unde s anding sub le lan-
guage nuances o cul u al con ex s, leading o misin e p e a ions o inapp op ia e esponses,
which may h ea en educa ional e hics, equi y, di e si y and he like p inciples in a mul icul u al
wo ld [6]; o mi iga e hese isks, educa o s should ocus on cul u al sensi i i y and linguis ic
accu acy o p o ide meaning ul lea ning expe iences;
3) echnical limi a ions, which means ha Cha GPT and Copilo may ace echnical cons ain s
o compa ibili y issues wi h ce ain pla o ms o de ices, and on he o he hand, digi al li e acy wi h
educa o s – hei age, eaching expe ience, digi al compe ence, con inuous lea ning skills, e c. may
ha dly be o e es ima ed;
4) e hical conside a ions, which a e p e equisi e o add ess e hical conce ns su ounding al-
go i hmic bias, and he e hical use o AI in educa ional se ings [18], o which educa o s mus
adhe e o e hical guidelines and policies o sa egua d lea ne p i acy and ensu e ai and equi able
lea ning expe iences.
To conclude, while AI in eg a ion in ELT/ULT cou se design o e s nume ous bene i s, including
eady- o-go cou se designs, enhanced in e ac i i y, pe sonalized eedback, eal- ime assis ance,
and au hen ic lea ning oppo uni ies, educa o s mus also na iga e challenges ela ed o accu acy,
cul u al sensi i i y, echnical limi a ions, and e hical conside a ions o ha ness he ull po en ial o
AI in language educa ion.
Among he ad an ages o Cha GPT and Copilo , he abo e a e jus a ew possible scena ios
how hese AI-powe ed ools may apply o ELT/ULT. Fo example, in a beginne -le el English/Uk ainian
cou se, educa o s may also inco po a e Cha GPT o p o ide language p ac ice ac i i ies. S uden s
can engage in simula ed con e sa ions wi h Cha GPT, p ac icing common g ee ings, in oduc ions,
and e e yday dialogues. Respec i ely, Cha GPT gene a es con ex ually ele an esponses, o e ing
immedia e eedback and sca olding language p ac ice in a suppo i e en i onmen . Tha means
lea ne s will bene i om in e ac i e language p ac ice sessions ha enhance luency and con i-
dence in speaking. Nex , in an ad anced w i ing cou se, educa o s may in eg a e Cha GPT in o day-
o-day pe o mance o p o ide eedback on s uden essays. A e submi ing hei essays, s uden s
ecei e au oma ed eedback om Cha GPT, highligh ing g amma ical e o s, sugges ing e isions,
and p o iding w i ing ips. Cha GPT assis s lea ne s in sel -edi ing and e ising hei wo k, imp o -
ing w i ing accu acy and cohe ence. Educa o s may build on and ake i o g oup discussion and
29
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
e lec ion and sel - e lec ion ac i i ies o u he g ow h and imp o emen . Ul ima ely, ano he
applica ion may be a g oup p ojec -based lea ning cou se, whe e educa o s u ilize Cha GPT o
acili a e collabo a ion and communica ion among s uden s. Cha GPT se es as a i ual eam mem-
be , pa icipa ing in g oup discussions, p o iding ideas, and coo dina ing p ojec asks. S uden s
in e ac wi h Cha GPT o b ains o m ideas, delega e esponsibili ies, and ack p ojec p og ess,
p omo ing eamwo k and collabo a ion skills de elopmen .
1.5 Fu u e Di ec ions and Implica ions
The in eg a ion o AI ools, e.g., Cha GPT and Copilo , in ELT/ULT cou se design opens new
a enues o inno a ion and ad ancemen in language educa ion. Looking ahead, se e al u u e di-
ec ions and implica ions eme ge om which ad ancemen s in pe sonaliza ion as pa o an ELT/ULT
cou se design may equi e mo e ocus in esea ch, looking in o possibili ies o o e mo e ailo ed
lea ning expe iences ha ca e o indi idual lea ne needs, p e e ences, and lea ning s yles.
Cha GPT and Copilo a e ans o ming language educa ion by enabling pe sonalized lea ning,
collabo a i e asks, and mul imodal cou se designs ha in eg a e ex , audio, and isuals o im-
me si e expe iences. These ools enhance lea ne engagemen while suppo ing ELT and ULT wi h
AI-powe ed pla o ms o global accessibili y and inclusi i y. Howe e , u u e de elopmen mus
p io i ize e hical AI use, add essing p i acy, bias, and decision-making conce ns o ensu e ai and
equi able educa ion.
Conclusions
The in eg a ion o AI ools in ELT/ULT cou se design holds immense p omise o e olu ionizing
language educa ion p ac ices. Th ough he explo a ion o AI ools such as Cha GPT and Copilo ,
his s udy has highligh ed he po en ial bene i s and challenges associa ed wi h le e aging AI ech-
nologies in ELT/ULT con ex s. I is s essed ou ha enhancing d a s o possible scena ios o
ELT/ULT cou se designs wi h in e ac i i y, i is easie and mo e ime-e icien o p o ide pe sonalized
eedback. O e ing eal- ime assis ance, AI ools like Cha GPT and Copilo o e unique oppo uni ies
o c ea e dynamic and engaging lea ning en i onmen s ha ca e o he di e se needs o lea n-
e s. These ools enable educa o s o acili a e au hen ic language use, os e skill de elopmen ,
and p epa e lea ne s o eal-wo ld language and echnical challenges. Howe e , alongside hese
bene i s come challenges ela ed o accu acy, cul u al sensi i i y, echnical limi a ions, and e hical
conside a ions. Educa o s mus na iga e hese challenges hough ully o ensu e he e ec i e and
e hical in eg a ion o AI echnologies in ELT/ULT cou se design. Fu u e di ec ions o AI in eg a ion
in ELT/ULT cou se design include u he ad ancemen s in AI capabili ies, con inued esea ch on
e ec i e pedagogical s a egies, and ongoing p o essional de elopmen o educa o s. Addi ionally,
