CONTAMINATION OF DIGITAL SCRIBING TECHNOLOGY AND ARTIFICIAL INTELLIGENCE TECHNOLOGY AS TOOLS FOR DEVELOPING FOREIGN LANGUAGE EMOTIVE COMPETENCE OF MASTER STUDENTS

Abstract

The relevance of a problem under study is determined, on the one hand, by the rapid spread of artificial intelligence and digital technologies in the modern sphere of education, which requires organization and high-quality methodological support, on the other hand, the problem of visibility in teaching a foreign language is in the focus of attention of modern teachers. One of the modern tools for high-quality methodological support can be the contamination of digital scribing technologies and artificial intelligence technologies aimed at developing the foreign language emotive competence of master’s degree students in the modern educational environment of higher education. The purpose of the study is to present the didactic aspect of introducing contamination of digital scribing technology and artificial intelligence technology as tools for developing the foreign language emotive competence of master’s students in the modern educational environment. The study clarifies the terms “scriber”, “student scriber”, “educational scriber”, “digital scriber technology” and “artificial intelligence technology”. The didactic potential of using scribing technology as a tool for developing the foreign language emotive competence of master’s students has been revealed. The didactic advantages of using scribing technology are described; the need for its use in a modern educational environment is substantiated. The structural and content characteristics of the foreign language emotive competence of a master’s student are analyzed. An algorithmic prescription for organizing work to develop the foreign language emotive competence of a master’s student using a set of structured communicative tasks and tasks aimed at overcoming foreign language difficulties is proposed. The study uses the Neyman Pearson goodness-of-fit test to assess the statistical significance of differences in scores. The scientific novelty lies in the fact that the contamination of digital scribing technology and artificial intelligence technology as tools for developing the foreign language emotive competence of graduate students is proposed and implemented. The results of the study show that the use of contamination of digital scribing technology and AI technology contributes to development of the foreign language emotive competence in students, allowing them to effectively respond to a situation or event, showing their uniqueness, achieve focus on current tasks and improve their effectiveness.