Artificial intelligence in forming and organizing the content of teaching Russian as a foreign language

The relevance of this research is due to the spread of artificial intelligence technologies in all spheres of life, including the education. This study suggests that artificial intelligence in teaching Russian as a foreign language can increase the effectiveness of students’ communicative competence formation. The study is aimed at identifying and evaluating the methodological potential of artificial intelligence for educational content design. The research was conducted with the methods of complex theoretical analysis, questionnaires, experiment, and observation. The empirical basis of the study consisted of scientific publications on artificial intelligence in education, the results of a survey among teachers of Russian as a foreign language, and authentic texts in Russian. The analysis revealed that the use of artificial intelligence in the educational space of the Russian Federation was moving towards systematization. Despite the interest in technologies for teaching Russian as a foreign language, a lack of professional competencies interferes with systematic and multifaceted use of artificial intelligence. Artificial intelligence is as a didactic tool which complements traditional teaching and learning tools and can be used both in the teacher’s work and in students’ independent learning. Key areas for artificial intelligence in education include developing speech skills, optimizing language learning, and improving teachers’ efficiency through automated adaptation of authentic materials and educational texts generation. Artificial intelligence in learning Russian as a foreign language has advantages and disadvantages to be considered. The research prospectives include working out a system of teaching Russian as a foreign language using artificial intelligence.