THE EFFECTIVENESS OF USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN CONDUCTING NATIVE LANGUAGE LESSONS

Abstract

This article examines how artificial intelligence (AI) can enhance teaching and learning in native language lessons, where the aims typically include advanced literacy, critical reading, rhetorical competence, vocabulary development, grammatical precision, oral fluency, and literary interpretation. Effectiveness is discussed not as a slogan but as demonstrable improvements in learning outcomes, instructional efficiency, equity of access, and teacher workflow. The paper synthesizes mechanisms through which AI produces gains—high-frequency formative feedback, adaptive practice, multimodal supports, data-informed instruction, and learner metacognition—then maps these mechanisms to concrete classroom uses in reading, writing, speaking/listening, and literature studies. It also addresses risks (bias, privacy, overreliance, academic integrity) and offers implementation guidance grounded in pedagogy (TPACK, SAMR, formative assessment) and research design (valid metrics, comparison groups).