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Abstract
This article examines the theoretical foundations for developing methodologies to integrate generative artificial intelligence technologies into English language teaching in higher education. The study substantiates the pedagogical potential of generative AI, its impact on the linguodidactic process, and its role in developing students’ communicative, linguistic, and cognitive competencies. The significance of competency-based, learner-centered, constructivist, and digital pedagogy approaches in implementing generative AI technologies is highlighted. The article identifies key principles, pedagogical conditions, and didactic opportunities of methodological integration and proposes a theoretical model for their implementation.
References
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