The Role of Generative Artificial Intelligence in Foreign Language Learning During Educational Transformation

Purpose. The present study aims to investigate the didactic potential of generative artificial intelligence (AI) tools in English language learning under conditions of contemporary educational transformation, with particular emphasis on vocabulary development and work with authentic texts in distance and self-directed learning within higher education. Methods. The research is based on qualitative theoretical methods, including the analysis and synthesis of current scholarly literature on the integration of generative AI into foreign language instruction. A systematic comparative analysis of pedagogical models for implementing AI-based tools in English language teaching was conducted. The study also generalizes documented instructional practices involving chatbots, automated text-generation services, and adaptive learning systems in order to identify key trends in their pedagogical application. Results. The findings demonstrate that generative AI tools are most effectively utilized in two interrelated domains: lexical competence development and text-based learning. AI-powered systems enable the simulation of communicative situations for vocabulary practice, provide personalized lexical explanations and contextualized usage examples, and automatically generate adaptive exercises aligned with learners’ proficiency levels. Furthermore, generative AI supports the adaptation of authentic texts, facilitates the analysis of lexical and grammatical structures, and contributes to the creation of individualized instructional tasks. The integration of such tools enhances learning personalization, fosters learner autonomy, increases intrinsic motivation, and reduces language-related anxiety. Conclusions. Generative AI represents a powerful pedagogical resource capable of improving the effectiveness of foreign language instruction through personalized and adaptive learning support. However, its successful implementation depends on methodologically sound integration and the maintenance of a human-centered, ethically responsible approach to technology use in higher education.