A linguodidactic perspective on the regulatory and legal aspects of using AI in tertiary language education

Abstract

The absence of regulatory frameworks for artificial intelligence (AI) in education negatively impacts AI-supported language education in Russia, resulting in inefficiency and a lack of systemic integration. So, it is crucial to consider the regulatory implications of AI-assisted FLT & FLL. To tackle this issue, what must be done is to evaluate theoretical and applied researches on AI in language education, alongside a linguodidactic analysis of Russian regulations governing AI in education. Current studies indicate that many linguodidactic specialists mostly emphasize the positive aspects of AI in language education while overlooking significant educational risks faced by university teachers and learners interacting with AI for teaching and learning purposes. This paper examines the psychological, pedagogical, educational, and ethical risks associated with AI-driven FLT and FLL. The author’s analysis of the “National Strategy for the Development of Artificial Intelligence for the Period up to 2030” highlights important considerations for developers creating a regulatory framework for AI in language education. A scientifically grounded and experimentally validated framework is essential for university settings, ensuring that developers address both the potential benefits of AI tools and the associated psychological, pedagogical, and ethical risks.

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