ON THE LINGUODIDACTIC POTENTIAL OF CHATBOTS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Abstract

The article is devoted to the study of the linguodidactic potential of chatbots in teaching Russian as a foreign language (RFL). The study conducts a retrospective analysis of the evolution of chatbots, tracing their development from primitive template-based systems to modern intelligent models that operate using deep learning and natural language processing technologies. The author identifies and examines in detail the key linguodidactic characteristics of chatbots, including their multi-agent nature, multi-scenario capability, and adaptability, which enable effective interactive engagement with learners, modeling of various communicative roles, and the creation of a personalized language environment. The study emphasizes that integrating chatbots into RFL instruction helps overcome the limitations of traditional classroom-based systems by enabling flexible learning schedules, organizing interactive dialogue scenarios, providing instant feedback, and automating the monitoring of learning progress. The unique advantages of chatbots in linguodidactics make them a promising tool for developing learners’ language skills.