Skip to main navigation menu Skip to main content Skip to site footer

Vol. 12 No. 05 (2025)
International Multidisciplinary Journal for Research & Development

Articles

THE ROLE OF ARTIFICIAL INTELLIGENCE IN FOSTERING INTERCULTURAL COMMUNICATIVE COMPETENCE IN LANGUAGE LEARNING

Published 2025-05-15

  • Muhammadiyeva Halima Saidahmadovna

Muhammadiyeva Halima Saidahmadovna
Associate professor at Namangan state university

Abstract

This article explores the benefits of integrating artificial intelligence (AI) into speaking classes to enhance students' intercultural competence. In a globalized world, effective communication across cultures is essential, and AI presents transformative opportunities for language education. The article highlights how AI facilitates personalized learning experiences, provides real-time feedback, exposes students to diverse perspectives, enhances collaborative learning, develops critical soft skills, and offers continuous learning opportunities. By leveraging AI technologies, educators can foster not only language proficiency but also the cultural awareness and adaptive communication strategies necessary for students to thrive in multicultural environments.

Keywords

Artificial Intelligence (AI), Intercultural Competence, Language Education, Speaking Classes, Personalized Learning, Real-Time Feedback, Cultural Awareness, Collaborative Learning, Soft Skills Development, Global Communication

DOWNLOAD PDF

References

  1. Byram, M. (1997). “Teaching and Assessing Intercultural Communicative Competence.” Multilingual Matters.
  2. Chen, Y., Li, J. (2021). The impact of real-time feedback on intercultural communication skills development in language learning. “Language Learning Technology”, 25(2), 54-70.
  3. Deardorff, D. K. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization. “Journal of Studies in International Education”, 10(3), 241-266.
  4. Dooly, M. (2008). “Telecollaborative Language Learning: A Guidebook to Moderating Global Projects.” Peter Lang.
  5. González-Lloret, M., Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. “Language Learning Technology”, 18(2), 1-5.
  6. Godwin-Jones, R. (2018). Emerging technologies: Language learning and the role of AI. “Language Learning Technology”, 22(2), 1-5.
  7. Huang, Y., Hew, K. F. (2018). Implementing blended learning in higher education: A systematic review. “Educational Technology Society”, 21(3), 1-14.
  8. Huang, Y., Zhang, Y., Wang, Y. (2021). Virtual reality and language learning: A systematic review. “Journal of Educational Computing Research”, 59(3), 451-474.
  9. Kukulska-Hulme, A. (2020). Mobile language learning: A new frontier for language education? “ReCALL”, 32(3), 285-299.
  10. Kukulska-Hulme, A., Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. “ReCALL”, 20(3), 271-289.
  11. Li, M., Zhang, Y., Li, H. (2019). The effectiveness of speech recognition technology on EFL learners’ pronunciation improvement: A meta-analysis. “Computer Assisted Language Learning”, 32(7), 693-711.
  12. Rienties, B., Brouwer, N., Phelan, L. (2016). The role of social networks in the development of intercultural competence in online collaborative learning environments. “Computers Education”, 95, 112-122.
  13. Stockwell, G. (2012). Emerging technologies: The future of mobile-assisted language learning. “Language Learning Technology”, 16(2), 1-9.
  14. Thorne, S., Black, R. W. (2007). Language and culture in online social networks: A study of intercultural communication practices among learners of Spanish as a second language. “Modern Language Journal”, 91(4), 563-577.
  15. Zhao, Y., et al. (2020). Artificial intelligence in education: Opportunities and challenges for teaching and learning. “Educational Technology Research and Development”, 68(5), 2399-2418.

Downloads

Download data is not yet available.