Transforming Foreign Language Education: The Role of AI-Based Adaptive Learning Systems in Enhancing Personalized Learning Amid Global Instability

Abstract

The article addressed the urgent issue of personalized foreign language learning during periods of instability, such as war, economic crises, and pandemics. It explored the effectiveness of using educational technology (EdTech) and artificial intelligence (AI) to adapt the learning process to individual student needs. The aim of the study was to analyze the mechanisms of integration of adaptive AI systems in foreign language teaching to achieve maximum personalization of learning and to develop recommendations for their effective use in order to increase the resilience of the educational process to the challenges of global instability. The focus lay on developing future foreign language teachers’ metacommunicative competence, encompassing both organizational (grammatical and textual) and pragmatic (illocutionary and sociolinguistic) components. The study, conducted at Vasyl Stefanyk Precarpathian National University, analyzed students’ awareness of and readiness to use AI in language instruction. The article provided clear recommendations for the effective application of AI tools, including personalized learning, spoken language practice, writing skill development, interactive instruction, and the integration of online resources. Findings indicated that AI-supported foreign language teaching enhanced motivation, improved learning efficiency, and increased accessibility while fostering essential 21st-century skills. However, the research also emphasized the need to address ethical concerns and ensure high-quality teacher training for the successful integration of such technologies. The study identified various AI tools that supported students in enhancing their language proficiency and presented examples of the most commonly used ones. It concluded that AI had the potential to make language learning more personalized, engaging, and effective, especially in contexts marked by instability. The article was intended for teachers, methodologists, students, and all those interested in innovative approaches to foreign language education in challenging circumstances.