IMPROVING THE PEDAGOGICAL SYSTEM FOR DEVELOPING UNIVERSITY STUDENTS’ ENGLISH FOR SPECIFIC PURPOSES COMPETENCE THROUGH ARTIFICIAL INTELLIGENCE TECHNOLOGIES

Abstract

This article examines ways to improve the pedagogical system for developing university students’ English for Specific Purposes (ESP) competence through artificial intelligence (AI) technologies. ESP instruction requires learners to use English to complete discipline-related tasks, communicate with professional communities, interpret specialist texts, and produce appropriate oral and written discourse. Traditional classroom practices can provide a strong linguistic foundation but may not always offer sufficient individual practice, rapid feedback, or authentic professional simulations. AI-supported tools—including conversational systems, adaptive practice platforms, speech-recognition applications, automated writing feedback, and terminology assistants—can help address these needs when integrated into a clearly designed pedagogical framework. The article uses a conceptual and analytical approach: relevant pedagogical principles are synthesized, a model for AI-enhanced ESP instruction is proposed, and its expected outcomes, limitations, and evaluation criteria are discussed. The proposed model combines needs analysis, professionally oriented learning outcomes, teacher-guided AI activities, collaborative projects, formative assessment, and ethical safeguards. Particular attention is given to learner autonomy, critical evaluation of AI-generated content, data privacy, academic integrity, and the continuing role of the teacher. The article argues that AI should function as a scaffold rather than a substitute for human instruction. Effective implementation depends on alignment between professional communication tasks, language objectives, assessment criteria, and the capabilities and limitations of selected tools. The model may be adapted for pedagogical, technical, medical, economic, and other university programmes.