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Abstract
This article explores the theoretical and methodological foundations of a pedagogical system aimed at developing a methodology for integrating generative artificial intelligence technologies into English language teaching in higher education. The didactic potential of generative AI and mechanisms for implementing learner-centered and competency-based approaches are analyzed. The target, content, technological, and outcome components of the pedagogical system are substantiated. The findings contribute to enhancing the digital and methodological competencies of English language instructors.
References
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