Reducir las diferencias sociales con la IA: mejorar
el acceso a la terminología lingüística especializada
Irina Okhremenko 1
, Vitalii Vasyukov 2
, Alibi Shapauov3
, Evgeniy Kochetkov4
,
Elena Panova5
1
Universidad Rusa de Economía Plejánov (sucursal de Volgogrado), Volgogrado, Rusia.
E-mail: vfrsteu-econom@bk.ru; ORCID: https://orcid.org/0009-0000-6046-0998.
2
Instituto Estatal de Relaciones Internacionales de Moscú (Universidad), Moscú, Rusia.
E-mail: vvf0109@yandex.ru; ORCID: https://orcid.org/0000-0003-0743-5616.
3
Departamento de Lengua y Literatura Kazajas, Universidad Sh. Ualikhanov Kokshetau,
Kazajstán. E-mail: shapau@mail.ru; ORCID: https://orcid.org/0000-0002-3709-4309.
4
Universidad Financiera dependiente del Gobierno de la Federación Rusa, Moscú, Rusia.
E-mail: kochetkove@mail.ru; ORCID: http://orcid.org/0000-0002-1136-6804.
5
Universidad Politécnica de Moscú, Moscú, Rusia.
E-mail: panova_ep@mail.ru; ORCID: https://orcid.org/0000-0002-3868-3834.
Resumen. Este artículo explora el papel transformador de la inteligencia artificial
(IA) a la hora de abordar las desigualdades sociales en la enseñanza de idiomas, mejo-
rando el acceso a la terminología lingüística especializada. A medida que la educación
evoluciona en la era digital, la IA emerge como una herramienta revolucionaria que
personaliza y mejora la experiencia de aprendizaje, haciendo que la adquisición de
lenguas extranjeras sea más accesible y eficaz. El estudio se centra en la aplicación de
ChatGPT en el aprendizaje de lenguas extranjeras, demostrando cómo la IA puede op-
timizar los resultados del aprendizaje proporcionando apoyo individualizado y un ac-
ceso más amplio a materiales auténticos. Aprovechando la IA, los estudiantes pueden
mejorar su dominio de la terminología especializada, perfeccionar su comunicación
oral y mejorar sus habilidades de escritura. La investigación subraya el potencial de
ChatGPT para salvar las brechas sociales en la educación ofreciendo un acceso equita-
tivo a recursos de aprendizaje de idiomas de alta calidad, lo que permite a alumnos de
diversos orígenes lograr mejores resultados educativos. El estudio concluye que la IA, y
ChatGPT en particular, es una poderosa herramienta para democratizar la enseñanza
de idiomas y mejorar la competencia lingüística especializada.
Palabras clave: inteligencia artificial, tecnologías de IA, herramientas de IA, ChatGPT, lengua
inglesa.
Recibido: 09/08/2024 ~ Aceptado: 10/10/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031159
Vol. 15 (1): 98 - 108 pp, 2025
el acceso a la terminología lingüística especializada
Irina Okhremenko 1
, Vitalii Vasyukov 2
, Alibi Shapauov3
, Evgeniy Kochetkov4
,
Elena Panova5
1
Universidad Rusa de Economía Plejánov (sucursal de Volgogrado), Volgogrado, Rusia.
E-mail: vfrsteu-econom@bk.ru; ORCID: https://orcid.org/0009-0000-6046-0998.
2
Instituto Estatal de Relaciones Internacionales de Moscú (Universidad), Moscú, Rusia.
E-mail: vvf0109@yandex.ru; ORCID: https://orcid.org/0000-0003-0743-5616.
3
Departamento de Lengua y Literatura Kazajas, Universidad Sh. Ualikhanov Kokshetau,
Kazajstán. E-mail: shapau@mail.ru; ORCID: https://orcid.org/0000-0002-3709-4309.
4
Universidad Financiera dependiente del Gobierno de la Federación Rusa, Moscú, Rusia.
E-mail: kochetkove@mail.ru; ORCID: http://orcid.org/0000-0002-1136-6804.
5
Universidad Politécnica de Moscú, Moscú, Rusia.
E-mail: panova_ep@mail.ru; ORCID: https://orcid.org/0000-0002-3868-3834.
Resumen. Este artículo explora el papel transformador de la inteligencia artificial
(IA) a la hora de abordar las desigualdades sociales en la enseñanza de idiomas, mejo-
rando el acceso a la terminología lingüística especializada. A medida que la educación
evoluciona en la era digital, la IA emerge como una herramienta revolucionaria que
personaliza y mejora la experiencia de aprendizaje, haciendo que la adquisición de
lenguas extranjeras sea más accesible y eficaz. El estudio se centra en la aplicación de
ChatGPT en el aprendizaje de lenguas extranjeras, demostrando cómo la IA puede op-
timizar los resultados del aprendizaje proporcionando apoyo individualizado y un ac-
ceso más amplio a materiales auténticos. Aprovechando la IA, los estudiantes pueden
mejorar su dominio de la terminología especializada, perfeccionar su comunicación
oral y mejorar sus habilidades de escritura. La investigación subraya el potencial de
ChatGPT para salvar las brechas sociales en la educación ofreciendo un acceso equita-
tivo a recursos de aprendizaje de idiomas de alta calidad, lo que permite a alumnos de
diversos orígenes lograr mejores resultados educativos. El estudio concluye que la IA, y
ChatGPT en particular, es una poderosa herramienta para democratizar la enseñanza
de idiomas y mejorar la competencia lingüística especializada.
Palabras clave: inteligencia artificial, tecnologías de IA, herramientas de IA, ChatGPT, lengua
inglesa.
Recibido: 09/08/2024 ~ Aceptado: 10/10/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031159
Vol. 15 (1): 98 - 108 pp, 2025
Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada 99Vol. 15(1) enero-marzo 2025/ 98 - 108
Bridging social gaps with AI: improving access
to specialized language terminology
Abstract. This article explores the transformative role of artificial intelligence
(AI) in addressing social inequities in language education by improving access to spe-
cialized language terminology. As education evolves in the digital age, AI emerges as
a revolutionary tool that personalizes and enhances the learning experience, making
foreign language acquisition more accessible and effective. The study focuses on the
application of ChatGPT in foreign language learning, demonstrating how AI can opti-
mize learning outcomes by providing individualized support and broader access to au-
thentic materials. By leveraging AI, students can improve their proficiency in special-
ized terminology, refine their spoken communication, and enhance their writing skills.
The research highlights the potential of ChatGPT to bridge social gaps in education by
offering equitable access to high-quality language learning resources, thereby empow-
ering learners from diverse backgrounds to achieve better educational outcomes. The
study concludes that AI, and ChatGPT in particular, is a powerful tool for democratiz-
ing language education and improving specialized language proficiency.
Key words: artificial intelligence, AI technologies, AI tools, ChatGPT, english language.
INTRODUCTION
Artificial intelligence has become a true technological breakthrough of the 21st century (Ab-
dullaev et al., 2023a), generating debate about its potential and further improvement and use,
including in education (Kiselitsa et al., 2024). The AI industry has been developing rapidly in the
past few years, adjusting all spheres of science and technology (Abdullaev et al., 2023b). Today, there
are numerous AI-based instruments for language learning, including translators (Litwinowa et al.,
2022), chatbots (imitating conversations with native speakers), adaptive educational games (person-
alizing the learning process), and interactive exercises (providing instant feedback) (Chernova et al.,
2022; Kostiunina, 2022). These tools present students with more convenient and effective ways of
learning foreign languages (Lopukhina et al., 2024). Language skills are necessary to communicate
effectively and are vital in any sphere (Kabzhanova et al., 2024). A priority for teachers is to provide
students with the necessary resources and support to improve their language skills and help them to
realize their full potential (Knyazeva et al., 2023).
In the context of educational institutions’ variability in the spectrum of choice of technologies
to work with educational process participants (Gabidullina et al., 2023), the need arises to define
the content of mastering AI systems and offer variants of its application, considering the needs of
vocational training subjects (Bialik et al., 2022; Batashev et al., 2023).
ChatGPT (Generative Pre-Trained Transformer) by OpenAI is the most promising incarna-
tion of neural network-based AI. This large statistical language model can function in a dialog for-
mat and support queries generated in natural languages (Ivakhnenko & Nikolskii, 2023). Unlike
other chatbots, this neural network “remembers” the answers and questions of the interlocutor in
each dialog and can maintain a consistent and coherent conversation (Ali et al., 2023).
Bridging social gaps with AI: improving access
to specialized language terminology
Abstract. This article explores the transformative role of artificial intelligence
(AI) in addressing social inequities in language education by improving access to spe-
cialized language terminology. As education evolves in the digital age, AI emerges as
a revolutionary tool that personalizes and enhances the learning experience, making
foreign language acquisition more accessible and effective. The study focuses on the
application of ChatGPT in foreign language learning, demonstrating how AI can opti-
mize learning outcomes by providing individualized support and broader access to au-
thentic materials. By leveraging AI, students can improve their proficiency in special-
ized terminology, refine their spoken communication, and enhance their writing skills.
The research highlights the potential of ChatGPT to bridge social gaps in education by
offering equitable access to high-quality language learning resources, thereby empow-
ering learners from diverse backgrounds to achieve better educational outcomes. The
study concludes that AI, and ChatGPT in particular, is a powerful tool for democratiz-
ing language education and improving specialized language proficiency.
Key words: artificial intelligence, AI technologies, AI tools, ChatGPT, english language.
INTRODUCTION
Artificial intelligence has become a true technological breakthrough of the 21st century (Ab-
dullaev et al., 2023a), generating debate about its potential and further improvement and use,
including in education (Kiselitsa et al., 2024). The AI industry has been developing rapidly in the
past few years, adjusting all spheres of science and technology (Abdullaev et al., 2023b). Today, there
are numerous AI-based instruments for language learning, including translators (Litwinowa et al.,
2022), chatbots (imitating conversations with native speakers), adaptive educational games (person-
alizing the learning process), and interactive exercises (providing instant feedback) (Chernova et al.,
2022; Kostiunina, 2022). These tools present students with more convenient and effective ways of
learning foreign languages (Lopukhina et al., 2024). Language skills are necessary to communicate
effectively and are vital in any sphere (Kabzhanova et al., 2024). A priority for teachers is to provide
students with the necessary resources and support to improve their language skills and help them to
realize their full potential (Knyazeva et al., 2023).
In the context of educational institutions’ variability in the spectrum of choice of technologies
to work with educational process participants (Gabidullina et al., 2023), the need arises to define
the content of mastering AI systems and offer variants of its application, considering the needs of
vocational training subjects (Bialik et al., 2022; Batashev et al., 2023).
ChatGPT (Generative Pre-Trained Transformer) by OpenAI is the most promising incarna-
tion of neural network-based AI. This large statistical language model can function in a dialog for-
mat and support queries generated in natural languages (Ivakhnenko & Nikolskii, 2023). Unlike
other chatbots, this neural network “remembers” the answers and questions of the interlocutor in
each dialog and can maintain a consistent and coherent conversation (Ali et al., 2023).
100 Okhremenko, Vasyukov, Shapauov, Kochetkov, PanovaInteracción y Perspectiva. Revista de Trabajo Social Vol. 1 5 ( 1 ) : 2 0 2 5
Since Russians have only recently become active ChatGPT users (Eflova et al., 2023), the im-
pact of this technology on learning outcomes and its application in the academic environment for
learning English is under-researched, despite being a topical and promising issue.
LITERATURE REVIEW
Our analysis of scientific literature allows us to allocate the vectors of AI implementation in the
educational process in the following areas:
– educational process management (personalization of the educational process, the ability to
track the individual process of each student and notify the teacher about difficulties in un-
derstanding the educational material, analysis of the educational activity of the educational
institution, monitoring of the quality of educational services, creation of educational courses,
etc.) (Shefieva & Isaeva, 2020),
– design of educational courses (creation of outline plans, development of modules for cour-
ses, etc.) (Hussin, 2018),
– creation of educational content (visualization of materials, creation of texts, multimedia,
exercises, and tasks, current and final attestations) (Baker, 2016),
– automatic assessment (the opportunity to analyze the responses based on automatic as-
sessment, provide individual feedback, and create individual learning plans for everyone)
(Sorokin, 2023),
– proctoring (control and monitoring of the assessment procedure in online exams or tests)
(Kotenko & Lutsenko, 2020),
– consolidation of educational material (can be implemented in stages) (Garkusha & Goro-
dova, 2023),
– a tool for solving common tasks (project activities, creative tasks, etc.) (Anokhin et al.,
2022).
AI in foreign language classes serves four main functions:
1) Independent assessment of student’s achievements, which is an important criterion of modern
education. The most simple and clear AI application is knowledge control, automated chec-
king of tasks, identification and correction of errors, assistance to teachers, and determining
the independence of assignment completion in grading. AI helps to eliminate cheating by
analyzing camera images and user activity in the browser. The independence of task comple-
tion is determined by AI-based proctoring systems. Significant positive effects are demons-
trated by AI for knowledge and skill acquisition and by text and voice recognition features
followed by natural language analysis (Sysoev, 2024).
2) Learning assistant. Students can use voice assistants like Amazon Alexa and Apple Siri and
automatic translators and apps to proofread their text for vocabulary, grammar, and syntax
errors (Cherkasova, 2023).
3) Global learning. Students can participate in various activities around the world and expand
their circle of acquaintances in other countries and cultures. AI helps to find relevant informa-
tion and tailor the search results to users’ needs (Kostiukovich, 2023).
Since Russians have only recently become active ChatGPT users (Eflova et al., 2023), the im-
pact of this technology on learning outcomes and its application in the academic environment for
learning English is under-researched, despite being a topical and promising issue.
LITERATURE REVIEW
Our analysis of scientific literature allows us to allocate the vectors of AI implementation in the
educational process in the following areas:
– educational process management (personalization of the educational process, the ability to
track the individual process of each student and notify the teacher about difficulties in un-
derstanding the educational material, analysis of the educational activity of the educational
institution, monitoring of the quality of educational services, creation of educational courses,
etc.) (Shefieva & Isaeva, 2020),
– design of educational courses (creation of outline plans, development of modules for cour-
ses, etc.) (Hussin, 2018),
– creation of educational content (visualization of materials, creation of texts, multimedia,
exercises, and tasks, current and final attestations) (Baker, 2016),
– automatic assessment (the opportunity to analyze the responses based on automatic as-
sessment, provide individual feedback, and create individual learning plans for everyone)
(Sorokin, 2023),
– proctoring (control and monitoring of the assessment procedure in online exams or tests)
(Kotenko & Lutsenko, 2020),
– consolidation of educational material (can be implemented in stages) (Garkusha & Goro-
dova, 2023),
– a tool for solving common tasks (project activities, creative tasks, etc.) (Anokhin et al.,
2022).
AI in foreign language classes serves four main functions:
1) Independent assessment of student’s achievements, which is an important criterion of modern
education. The most simple and clear AI application is knowledge control, automated chec-
king of tasks, identification and correction of errors, assistance to teachers, and determining
the independence of assignment completion in grading. AI helps to eliminate cheating by
analyzing camera images and user activity in the browser. The independence of task comple-
tion is determined by AI-based proctoring systems. Significant positive effects are demons-
trated by AI for knowledge and skill acquisition and by text and voice recognition features
followed by natural language analysis (Sysoev, 2024).
2) Learning assistant. Students can use voice assistants like Amazon Alexa and Apple Siri and
automatic translators and apps to proofread their text for vocabulary, grammar, and syntax
errors (Cherkasova, 2023).
3) Global learning. Students can participate in various activities around the world and expand
their circle of acquaintances in other countries and cultures. AI helps to find relevant informa-
tion and tailor the search results to users’ needs (Kostiukovich, 2023).
Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada 101Vol. 15(1) enero-marzo 2025/ 98 - 108
4) Individualized approach to foreign language learning. Each participant in the learning process
can perform tasks at their own pace. AI systems allow performing tasks considering previous
mistakes (Fomin & Sadovikov, 2022).
Teachers gain an additional resource opportunity to turn to AI algorithms and approach their
work more creatively and productively (Li & Fu, 2022). By skillfully using AI, teachers can make
the educational process more effective and transfer some of their functions to the computer, freeing
their time to perform more intellectually demanding and creative tasks.
The integration of AI into the learning process can help students to learn foreign languages
more effectively by providing them with a more personalized and technologically advanced ap-
proach to learning (Islamov, 2020).
AI methods in foreign language learning can significantly improve the learning process and
give students more opportunities to develop language skills (Kantorovich & Pavliutina, 2023). In-
teractive language learning platforms that use AI (Duolingo, Rosetta Stone, Babbel, Memrise, Bu-
suu, Lingodeer, etc.) enjoy popularity (Pokrivcakova, 2019).
Other noteworthy instruments include adaptive programs that analyze student progress and
propose personalized exercises and tasks; speech and pronunciation recognition systems that correct
pronunciation errors; machine learning that analyzes data on students’ training and provides per-
sonalized recommendations; augmented reality (AR) and virtual reality (VR) that deepen language
learning; automated assessment systems that simplify teaching and learning; mobile applications for
language learning, etc. (Eltanskaia & Arzhanovskaia, 2024).
Researchers argue the relevance of using chatbots, or virtual assistants, to practice speaking and
listening comprehension (Seghier, 2023). Chatbots offer a unique mode of interaction with the user
through dialogue, which is crucial for learning; save the history of communication with the user,
which allows them to access their prior responses; contribute to students’ motivation and engage-
ment by giving them clues on what to do, entertaining, and simultaneously educating; operate 24/7
(Sysoev & Filatov, 2023).
The advantages and possibilities of ChatGPT in English learning have not yet been researched
separately.
The study aims to examine ChatGPT as an innovative tool for English learning, including spe-
cialized terminology, identify and explore its advantages and possibilities, determine its limitations,
give recommendations on its use, and experimentally demonstrate the increase in the productivity
of English learning, including in specialized terminology.
METHODS
The study employed the following general and special scientific methods, the complex of which
was designed to obtain objective and reliable results:
– systems analysis to establish the degree of the development of the research problem by
Russian scholars,
– a pedagogical experiment was used in the implementation of the experimental study of
English teaching using ChatGPT,
4) Individualized approach to foreign language learning. Each participant in the learning process
can perform tasks at their own pace. AI systems allow performing tasks considering previous
mistakes (Fomin & Sadovikov, 2022).
Teachers gain an additional resource opportunity to turn to AI algorithms and approach their
work more creatively and productively (Li & Fu, 2022). By skillfully using AI, teachers can make
the educational process more effective and transfer some of their functions to the computer, freeing
their time to perform more intellectually demanding and creative tasks.
The integration of AI into the learning process can help students to learn foreign languages
more effectively by providing them with a more personalized and technologically advanced ap-
proach to learning (Islamov, 2020).
AI methods in foreign language learning can significantly improve the learning process and
give students more opportunities to develop language skills (Kantorovich & Pavliutina, 2023). In-
teractive language learning platforms that use AI (Duolingo, Rosetta Stone, Babbel, Memrise, Bu-
suu, Lingodeer, etc.) enjoy popularity (Pokrivcakova, 2019).
Other noteworthy instruments include adaptive programs that analyze student progress and
propose personalized exercises and tasks; speech and pronunciation recognition systems that correct
pronunciation errors; machine learning that analyzes data on students’ training and provides per-
sonalized recommendations; augmented reality (AR) and virtual reality (VR) that deepen language
learning; automated assessment systems that simplify teaching and learning; mobile applications for
language learning, etc. (Eltanskaia & Arzhanovskaia, 2024).
Researchers argue the relevance of using chatbots, or virtual assistants, to practice speaking and
listening comprehension (Seghier, 2023). Chatbots offer a unique mode of interaction with the user
through dialogue, which is crucial for learning; save the history of communication with the user,
which allows them to access their prior responses; contribute to students’ motivation and engage-
ment by giving them clues on what to do, entertaining, and simultaneously educating; operate 24/7
(Sysoev & Filatov, 2023).
The advantages and possibilities of ChatGPT in English learning have not yet been researched
separately.
The study aims to examine ChatGPT as an innovative tool for English learning, including spe-
cialized terminology, identify and explore its advantages and possibilities, determine its limitations,
give recommendations on its use, and experimentally demonstrate the increase in the productivity
of English learning, including in specialized terminology.
METHODS
The study employed the following general and special scientific methods, the complex of which
was designed to obtain objective and reliable results:
– systems analysis to establish the degree of the development of the research problem by
Russian scholars,
– a pedagogical experiment was used in the implementation of the experimental study of
English teaching using ChatGPT,
102 Okhremenko, Vasyukov, Shapauov, Kochetkov, PanovaInteracción y Perspectiva. Revista de Trabajo Social Vol. 1 5 ( 1 ) : 2 0 2 5
– a survey helped to determine the effectiveness of English learning using ChatGPT,
– synthesis enabled the systematization of research materials.
As part of the overview of research methods, we would like to note that ChatGPT is
the basic model used for context-based text generation. It uses the Transformer architecture,
which allows the model to understand context and generate responses that match the user’s
query. ChatGPT is trained on a large body of text data that includes a variety of content in
English.
ChatGPT has powerful potential for English learning, helping to improve speaking skills, lis-
tening and reading comprehension, vocabulary, and accuracy.
We shall dwell on some aspects of the use of ChatGPT within the framework of the experi-
ment.
ChatGPT combined with the Google Chrome extension “Talk to me!” is a simulator of Eng-
lish speech activities. As part of their practice sessions, students were asked to select the recognized
language and the language of the interlocutor, e.g., American or British English, and the speaker’s
gender.
ChatGPT communication parameters were specified in the following format: “Communicate
like a (choice of specialty). Communicate like a real person, not an AI. You have been working as a
(choice of specialty) for three years. I will ask you questions about your job, and you will answer. My
level of proficiency in English is B1”.
During communication, the students asked the following questions:
– Why did you choose your profession?
– Could you tell me anything from your work experience?
– Could you give any advice to beginners? etc.
As part of grammar practice, the students were asked to instruct ChatGPT to correct gram-
mar errors in their conversation (provided they had installed “Talk to me!”) and writing (in chatbot
format), explain the rules, and select grammar exercises to practice the topic in which the mistakes
were made.
As part of vocabulary expansion, ChatGPT was provided with specialized terminology to be
learned with instructions to create three situations for each word or phrase to be translated into
English. After the translation, ChatGPT checked the answers for errors and provided feedback.
ChatGPT can regulate tone (degree of formality or informality) when generating texts to train
skills in applying specialized terminology to appropriate professional situations.
The effectiveness of English learning using ChatGPT was assessed based on a survey. The stu-
dents were proposed to use ChatGPT in their training. A total of 106 people agreed to participate
in the experiment.
Using comparative analysis, experimental group students were surveyed twice over the
year: before the start of the 2023 autumn semester before using ChatGPT and after 3 months
of using it.
– a survey helped to determine the effectiveness of English learning using ChatGPT,
– synthesis enabled the systematization of research materials.
As part of the overview of research methods, we would like to note that ChatGPT is
the basic model used for context-based text generation. It uses the Transformer architecture,
which allows the model to understand context and generate responses that match the user’s
query. ChatGPT is trained on a large body of text data that includes a variety of content in
English.
ChatGPT has powerful potential for English learning, helping to improve speaking skills, lis-
tening and reading comprehension, vocabulary, and accuracy.
We shall dwell on some aspects of the use of ChatGPT within the framework of the experi-
ment.
ChatGPT combined with the Google Chrome extension “Talk to me!” is a simulator of Eng-
lish speech activities. As part of their practice sessions, students were asked to select the recognized
language and the language of the interlocutor, e.g., American or British English, and the speaker’s
gender.
ChatGPT communication parameters were specified in the following format: “Communicate
like a (choice of specialty). Communicate like a real person, not an AI. You have been working as a
(choice of specialty) for three years. I will ask you questions about your job, and you will answer. My
level of proficiency in English is B1”.
During communication, the students asked the following questions:
– Why did you choose your profession?
– Could you tell me anything from your work experience?
– Could you give any advice to beginners? etc.
As part of grammar practice, the students were asked to instruct ChatGPT to correct gram-
mar errors in their conversation (provided they had installed “Talk to me!”) and writing (in chatbot
format), explain the rules, and select grammar exercises to practice the topic in which the mistakes
were made.
As part of vocabulary expansion, ChatGPT was provided with specialized terminology to be
learned with instructions to create three situations for each word or phrase to be translated into
English. After the translation, ChatGPT checked the answers for errors and provided feedback.
ChatGPT can regulate tone (degree of formality or informality) when generating texts to train
skills in applying specialized terminology to appropriate professional situations.
The effectiveness of English learning using ChatGPT was assessed based on a survey. The stu-
dents were proposed to use ChatGPT in their training. A total of 106 people agreed to participate
in the experiment.
Using comparative analysis, experimental group students were surveyed twice over the
year: before the start of the 2023 autumn semester before using ChatGPT and after 3 months
of using it.
Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada 103Vol. 15(1) enero-marzo 2025/ 98 - 108
RESULTS
The survey results are presented in Table 1.
TABLE 1. Results of the survey on the effectiveness of English learning using ChatGPT
No. Question Before using ChatGPT
(0-10), mean value
After using ChatGPT
(0-10), mean value
1 How would you rate your speaking skills? 6.3 7.2
2 How would you rate your listening
comprehension skills? 5.5 6.2
How would you rate your grammar
knowledge? 4.5 5.3
3 How would you rate your active
vocabulary? 5.1 5.9
4 How would you rate your passive
vocabulary? 6.5 6.7
5 How would you rate your knowledge
of specialized terminology? 6.2 7.7
The survey results show an improvement in the effectiveness of English learning using Chat-
GPT (t emp = 4.8, p≤0.01), including the highest results in the development of speaking and knowl-
edge of specialized terminology.
We experimentally proved that a significant improvement in learning performance indicators
was achieved by introducing ChatGPT as an additional teaching tool.
DISCUSSION
Summarizing the experiment, we note that the responses of ChatGPT as a communicative
simulator were exhaustive and creative and had sufficient accuracy and lexical content with special-
ized terminology. Apart from opportunities to create an effective artificial language environment,
this simulation of foreign language activity gives a degree of psychological comfort, since the stu-
dent understands that they are dealing with software and thus can repeat the question several times
before voicing it. Since the chatbot responds to coherent speech and perceives pauses as a signal to
start responding, students develop the habit of speaking without pauses and stops, with the right
rhythm and correct pronunciation. The gamification of the educational process using ChatGPT
and the opportunity to personalize communication and choose the topic serve as additional factors
encouraging students to develop their speaking skills.
Our results demonstrate that the introduction of AI to master specialized foreign-language
terminology must focus on the following key components:
1) Providing clear learning objectives. Teachers need to formulate the goals of learning with
the help of AI. These goals need to correspond to the general goals of the curriculum and
emphasize the mastery of specialized terminology, which students will be able to improve
using AI.
RESULTS
The survey results are presented in Table 1.
TABLE 1. Results of the survey on the effectiveness of English learning using ChatGPT
No. Question Before using ChatGPT
(0-10), mean value
After using ChatGPT
(0-10), mean value
1 How would you rate your speaking skills? 6.3 7.2
2 How would you rate your listening
comprehension skills? 5.5 6.2
How would you rate your grammar
knowledge? 4.5 5.3
3 How would you rate your active
vocabulary? 5.1 5.9
4 How would you rate your passive
vocabulary? 6.5 6.7
5 How would you rate your knowledge
of specialized terminology? 6.2 7.7
The survey results show an improvement in the effectiveness of English learning using Chat-
GPT (t emp = 4.8, p≤0.01), including the highest results in the development of speaking and knowl-
edge of specialized terminology.
We experimentally proved that a significant improvement in learning performance indicators
was achieved by introducing ChatGPT as an additional teaching tool.
DISCUSSION
Summarizing the experiment, we note that the responses of ChatGPT as a communicative
simulator were exhaustive and creative and had sufficient accuracy and lexical content with special-
ized terminology. Apart from opportunities to create an effective artificial language environment,
this simulation of foreign language activity gives a degree of psychological comfort, since the stu-
dent understands that they are dealing with software and thus can repeat the question several times
before voicing it. Since the chatbot responds to coherent speech and perceives pauses as a signal to
start responding, students develop the habit of speaking without pauses and stops, with the right
rhythm and correct pronunciation. The gamification of the educational process using ChatGPT
and the opportunity to personalize communication and choose the topic serve as additional factors
encouraging students to develop their speaking skills.
Our results demonstrate that the introduction of AI to master specialized foreign-language
terminology must focus on the following key components:
1) Providing clear learning objectives. Teachers need to formulate the goals of learning with
the help of AI. These goals need to correspond to the general goals of the curriculum and
emphasize the mastery of specialized terminology, which students will be able to improve
using AI.
104 Okhremenko, Vasyukov, Shapauov, Kochetkov, PanovaInteracción y Perspectiva. Revista de Trabajo Social Vol. 1 5 ( 1 ) : 2 0 2 5
2) Offering accessible and user-friendly AI tools. AI tools used in learning specialized foreign-lan-
guage terminology must be easily accessible and convenient. This can be achieved by offering
clear instructions on how to access and operate AI tools. Instructors should consider providing
tutorials on the operation and features of AI tools to help students use them effectively (Isla-
mov, 2020).
3) Providing the right prompts. To maximize the effectiveness of AI tools for mastering speciali-
zed foreign-language terminology, students need to focus on the effectiveness of AI prompts.
Educators can support students in structuring and refining the prompts based on their specific
goals. This can be accomplished by guiding students to generate questions and prompts that
meet their learning goals (Kotenko & Lutsenko, 2020).
4) Providing immediate feedback and corrections. A key advantage of AI tools is their ability to pro-
vide instant feedback and corrections. This feature should be used in the implementation of
AI tools for learning specialized foreign-language terminology. Teachers should ensure that AI
tools provide immediate feedback on the use of specialized vocabulary. This feedback should
be clear and impactful, allowing students to identify the areas in need of improvement and
make corrections.
5) Encouraging personalization and autonomy. It is important to encourage students to personalize
their learning experience and provide for their autonomy. Students can pick topics or content
that interest them and incorporate them into their practice of mastering specialized foreign-
language terminology using AI. That is why the strategic implementation of AI tools has the
potential to significantly improve the mastery of specialized foreign-language terminology
among students in higher education institutions. By integrating AI into a special program for
learning specialized foreign-language terminology, teachers can create a more engaging and
interactive learning environment (Garkusha & Gorodova, 2023). Transparency in teaching
and learning plays a decisive role in promoting students’ awareness and understanding that
they benefit from AI in learning specialized foreign-language terminology.
6) Monitoring and assessment of progress using AI. AI tools can provide valuable data and insight
into the level of mastery of specialized foreign-language terminology, enabling targeted inter-
ventions and personalized support.
By clearly defining the learning objectives, making AI tools accessible and user-friendly, leading
students to effective prompts, using immediate feedback and correction, and encouraging student
personalization and autonomy, instructors foster an optimal environment for students to master
specialized foreign-language terminology using AI (Kostiukovich, 2023). Educating students on the
limitations and potential caveats of AI can help them develop critical thinking and make informed
decisions about using AI-generated content.
By focusing on these key components and continually evaluating and refining the AI meth-
odology based on student feedback and technological advances, higher education institutions can
effectively provide their students with the knowledge of specialized foreign-language terminology
required for educational and professional activities (Ling et al., 2023).
Considering our recommendations for improving the use of AI for mastering specialized for-
eign-language terminology and ways of their implementation in the educational process, it is crucial
to emphasize the integral role of the teacher. As argued by P.V. Sysoev (2024), AI is transforming
higher education. However, it cannot completely replace the teacher, mentor, supervisor, etc., be-
2) Offering accessible and user-friendly AI tools. AI tools used in learning specialized foreign-lan-
guage terminology must be easily accessible and convenient. This can be achieved by offering
clear instructions on how to access and operate AI tools. Instructors should consider providing
tutorials on the operation and features of AI tools to help students use them effectively (Isla-
mov, 2020).
3) Providing the right prompts. To maximize the effectiveness of AI tools for mastering speciali-
zed foreign-language terminology, students need to focus on the effectiveness of AI prompts.
Educators can support students in structuring and refining the prompts based on their specific
goals. This can be accomplished by guiding students to generate questions and prompts that
meet their learning goals (Kotenko & Lutsenko, 2020).
4) Providing immediate feedback and corrections. A key advantage of AI tools is their ability to pro-
vide instant feedback and corrections. This feature should be used in the implementation of
AI tools for learning specialized foreign-language terminology. Teachers should ensure that AI
tools provide immediate feedback on the use of specialized vocabulary. This feedback should
be clear and impactful, allowing students to identify the areas in need of improvement and
make corrections.
5) Encouraging personalization and autonomy. It is important to encourage students to personalize
their learning experience and provide for their autonomy. Students can pick topics or content
that interest them and incorporate them into their practice of mastering specialized foreign-
language terminology using AI. That is why the strategic implementation of AI tools has the
potential to significantly improve the mastery of specialized foreign-language terminology
among students in higher education institutions. By integrating AI into a special program for
learning specialized foreign-language terminology, teachers can create a more engaging and
interactive learning environment (Garkusha & Gorodova, 2023). Transparency in teaching
and learning plays a decisive role in promoting students’ awareness and understanding that
they benefit from AI in learning specialized foreign-language terminology.
6) Monitoring and assessment of progress using AI. AI tools can provide valuable data and insight
into the level of mastery of specialized foreign-language terminology, enabling targeted inter-
ventions and personalized support.
By clearly defining the learning objectives, making AI tools accessible and user-friendly, leading
students to effective prompts, using immediate feedback and correction, and encouraging student
personalization and autonomy, instructors foster an optimal environment for students to master
specialized foreign-language terminology using AI (Kostiukovich, 2023). Educating students on the
limitations and potential caveats of AI can help them develop critical thinking and make informed
decisions about using AI-generated content.
By focusing on these key components and continually evaluating and refining the AI meth-
odology based on student feedback and technological advances, higher education institutions can
effectively provide their students with the knowledge of specialized foreign-language terminology
required for educational and professional activities (Ling et al., 2023).
Considering our recommendations for improving the use of AI for mastering specialized for-
eign-language terminology and ways of their implementation in the educational process, it is crucial
to emphasize the integral role of the teacher. As argued by P.V. Sysoev (2024), AI is transforming
higher education. However, it cannot completely replace the teacher, mentor, supervisor, etc., be-
Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada 105Vol. 15(1) enero-marzo 2025/ 98 - 108
cause the learning process is multifaceted and does not boil down to completing the assigned tasks.
Human interaction is irreplaceable and has numerous social objectives. This includes adaptation to
a new learning environment, the formation and development of emotional intelligence, educational
function, motivation, control, punishment and encouragement, the differentiation of learning, and
an individualized approach. The educational process aims at shaping a harmonious, comprehen-
sively developed personality with clear beliefs and values, not just knowledge, skills, and abilities to
perform tasks.
CONCLUSIONS
Our findings lead us to conclude that the advantages of using ChatGPT in English learning
include broader access to authentic materials, optimization of spoken communication training, the
development of special terminology vocabulary and accuracy, the improvement of writing skills, and
the individualization of learning. ChatGPT is thus seen as an effective innovative tool for English
learners.
It is important to emphasize the need to integrate AI tools into educational programs and
provide training and ongoing support to students. Higher education institutions should introduce
students to the capabilities of AI tools, teach them how to use them effectively, and help them criti-
cally evaluate results. Continuous support from faculty is important to ensure that students feel
confident and can get the most out of AI.
The use of AI to master specialized foreign-language terminology in higher education institu-
tions is a complex process that requires careful attention to various factors, such as the choice of AI
tools, their integration into the curriculum, ongoing faculty support, monitoring of progress, and
facilitation of collaboration and interaction. Following these steps, teachers can effectively use the
potential of AI to improve foreign language learning and ensure students’ mastery of specialized
foreign-language terminology.
Further prospects for the research and development of this direction of inquiry can be seen in
the expansion of the range of AI applications in the academic environment.
BIBLIOGRAPHIC REFERENCES
• Abdullaev, I., Prodanova, N., Ahmed, M. A., Joshi, G. P., & Cho, W. (2023a). “Leveraging
metaheuristics with artificial intelligence for customer churn prediction in telecom industries”.
Electronic Research Archive, 31 (8), 4443-4458. https://doi.org/10.3934/era.2023227
• Abdullaev, I., Prodanova, N., Bhaskar, K. A., Lydia, E. L., Kadry, S., & Kim, J. (2023b).
”Task offloading and resource allocation in iot based mobile edge computing using deep lear-
ning”. Computers, Materials & Continua, 76 (2), 1463-1477. https://doi.org/10.32604/
cmc.2023.038417
• Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). “Impact of
ChatGPT on learning motivation: Teachers and students’ voices”. Journal of English Studies
in Arabia Felix, 2 (1), 41-49. https://doi.org/10.56540/jesaf.v2i1.51
• Anokhin, K. V., Novoselov, K. S., Smirnov, S. K., Efimov, A. R., & Matveev, F. M. (2022). “Is-
kusstvennyi intellekt dlia nauki i nauka dlia iskusstvennogo intellekta” [“Artificial intelligence
cause the learning process is multifaceted and does not boil down to completing the assigned tasks.
Human interaction is irreplaceable and has numerous social objectives. This includes adaptation to
a new learning environment, the formation and development of emotional intelligence, educational
function, motivation, control, punishment and encouragement, the differentiation of learning, and
an individualized approach. The educational process aims at shaping a harmonious, comprehen-
sively developed personality with clear beliefs and values, not just knowledge, skills, and abilities to
perform tasks.
CONCLUSIONS
Our findings lead us to conclude that the advantages of using ChatGPT in English learning
include broader access to authentic materials, optimization of spoken communication training, the
development of special terminology vocabulary and accuracy, the improvement of writing skills, and
the individualization of learning. ChatGPT is thus seen as an effective innovative tool for English
learners.
It is important to emphasize the need to integrate AI tools into educational programs and
provide training and ongoing support to students. Higher education institutions should introduce
students to the capabilities of AI tools, teach them how to use them effectively, and help them criti-
cally evaluate results. Continuous support from faculty is important to ensure that students feel
confident and can get the most out of AI.
The use of AI to master specialized foreign-language terminology in higher education institu-
tions is a complex process that requires careful attention to various factors, such as the choice of AI
tools, their integration into the curriculum, ongoing faculty support, monitoring of progress, and
facilitation of collaboration and interaction. Following these steps, teachers can effectively use the
potential of AI to improve foreign language learning and ensure students’ mastery of specialized
foreign-language terminology.
Further prospects for the research and development of this direction of inquiry can be seen in
the expansion of the range of AI applications in the academic environment.
BIBLIOGRAPHIC REFERENCES
• Abdullaev, I., Prodanova, N., Ahmed, M. A., Joshi, G. P., & Cho, W. (2023a). “Leveraging
metaheuristics with artificial intelligence for customer churn prediction in telecom industries”.
Electronic Research Archive, 31 (8), 4443-4458. https://doi.org/10.3934/era.2023227
• Abdullaev, I., Prodanova, N., Bhaskar, K. A., Lydia, E. L., Kadry, S., & Kim, J. (2023b).
”Task offloading and resource allocation in iot based mobile edge computing using deep lear-
ning”. Computers, Materials & Continua, 76 (2), 1463-1477. https://doi.org/10.32604/
cmc.2023.038417
• Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). “Impact of
ChatGPT on learning motivation: Teachers and students’ voices”. Journal of English Studies
in Arabia Felix, 2 (1), 41-49. https://doi.org/10.56540/jesaf.v2i1.51
• Anokhin, K. V., Novoselov, K. S., Smirnov, S. K., Efimov, A. R., & Matveev, F. M. (2022). “Is-
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process of education of future specialists of the tourism industry”. Revista Gestão & Tecno-
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• Bialik, M., Holmes, W., & Fadel, C. (2022). Iskusstvennyi intellekt v obrazovanii [Artificial
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Analyzing Chat GPT in the context of automated writing assessment”]. Business. Education.
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grammar to would be translators in vocationally oriented language learning via m-learning”.
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developing cognitive activity of students”]. Vocational Education and Labor Market, 11 (1),
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org/10.21146/0042-8744-2022-3-93-105
• Baker, R. (2016). “Stupid tutoring systems, intelligent humans”. International Journal of
Artificial Intelligence in Education, 26 (2), 600-614. http://dx.doi.org/10.1007/s40593-
016-0105-0
• Batashev, R., Ollanazarov, B., & Shichiyakh, R. (2023). “Impact of innovative activities in the
process of education of future specialists of the tourism industry”. Revista Gestão & Tecno-
logia, 23, 278-286.
• Bialik, M., Holmes, W., & Fadel, C. (2022). Iskusstvennyi intellekt v obrazovanii [Artificial
Intelligence in Education]. Moscow: Alpina PRO, pp. 304.
• Cherkasova, E. A. (2023). “Primenenie iskusstvennogo intellekta v obuchenii angliiskomu ia-
zyku v neiazykovom vuze: Analiz chata GPT v kontekste otsenki pismennykh rabot” [“Imple-
mentation of artificial intelligence in English language teaching in a non-language university:
Analyzing Chat GPT in the context of automated writing assessment”]. Business. Education.
Law, 4 (65), 437-442. https://doi.org/10.25683/VOLBI.2023.65.837
• Chernova, O., Litvinov, A., Telezhko, I., & Ermolova, T. (2022). “Teaching science language
grammar to would be translators in vocationally oriented language learning via m-learning”.
Frontiers in Education, 7, 905800. https://doi.org/10.3389/feduc.2022.905800
• Eflova, M., Maximova, O., Nagmatullina, L., & Belyaev, V. (2023). “Digital socialization of
youth: Significant changes in the context of global systemic transformations”. Interacción y
Perspectiva, 14 (1), 221-229. https://doi.org/10.5281/zenodo.10456285
• Eltanskaia, E. A., & Arzhanovskaia, A. V. (2024). “Tekhnologii primeneniia iskusstvennogo
intellekta v obuchenii inostrannomu iazyku” [“Technologies of implementing artificial intel-
ligence in teaching foreign languages”]. Mir nauki, kultury, obrazovaniya, 1 (104), 43-46.
https://doi.org/10.24412/1991-5497-2024-1104-43-46
• Fomin, M. A., & Sadovikov, N. E. (2022). “Vozmozhnosti primeneniia tekhnologii iskusst-
vennogo intellekta pri izuchenii inostrannogo iazyka v vuze” [“Possibilities of using AI tech-
nologies in foreign language learning at universities”]. Molodezhnaia nauka: Tendentsii raz-
vitiia, 3, 6-11.
• Gabidullina, F., Nikiforova, N., Afanasyeva, I., & Zharov, A. (2023). “Improvement of the
learning process: The experience of introducing a cumulative system in assessing student learn-
ing success in distance learning”. European Journal of Contemporary Education, 12 (4),
1223-1230. https://doi.org/10.13187/ejced.2023.4.1223
• Garkusha, N. S., & Gorodova, Iu. S. (2023). “Pedagogicheskie vozmozhnosti CHATGPT
dlia razvitiia kognitivnoi aktivnosti studentov” [“Pedagogical opportunities of ChatGPT for
developing cognitive activity of students”]. Vocational Education and Labor Market, 11 (1),
6-23. https://doi.org/10.52944/PORT.2023.52.1.001
• Hussin, A. A. (2018). “Education 4.0 made simple: Ideas for teaching”. International
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teaching at higher school”]. Philology. Theory & Practice, 13 (12), 300-305. https://doi.
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Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada 107Vol. 15(1) enero-marzo 2025/ 98 - 108
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org/10.13187/ejced.2024.1.54
• Kantorovich, T. M., & Pavliutina, O. M. (2023). Iskusstvennyi intellekt v izuchenii i prepoda-
vanii inostrannykh iazykov [Artificial intelligence in learning and teaching foreign languages].
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