THE ROLE AND IMPORTANCE OF ARTIFICIAL INTELLIGENCE IN DEVELOPING GRAMMAR COMPETENCE IN FOREIGN LANGUAGE TEACHING

Authors

  • Batyk F.B 4th year student,Kazakh Ablai Khan International University of Relations and World Languages, Kazakhstan
  • Zhumabekova G.B. Candidate of Pedagogy, Professor, KazUIR & WL Ablai Khan, Almaty, Kazakhstan

Keywords:

Artificial Intelligence, Grammar Competence, ChatGPT, Foreign Language Learning, Language Education

Abstract

This study examines the role and importance of artificial intelligence (AI), particularly ChatGPT, in developing grammar competence in foreign language learning. As AI becomes increasingly integrated into education, it is important to understand how it can support learners in improving grammar accuracy, understanding rules, and building confidence. This research uses a quantitative approach, involving a structured online questionnaire completed by students with varying English proficiency levels. The findings show that ChatGPT helps students notice and correct grammar mistakes, understand complex grammar concepts, and practice sentence construction independently. Most participants reported positive attitudes toward AI-assisted learning, increased motivation, and higher confidence, although some challenges, such as difficulty understanding complex explanations and over-reliance on AI, were also identified. The paper discusses strategies for effectively integrating AI tools like ChatGPT into grammar lessons and highlights the importance of combining technology with teacher guidance to maximize learning outcomes. The study concludes that AI can be a valuable resource for grammar development, offering personalized, engaging, and effective practice in foreign language classrooms

Published

2026-03-02

How to Cite

Batyk F.B, & Zhumabekova G.B. (2026). THE ROLE AND IMPORTANCE OF ARTIFICIAL INTELLIGENCE IN DEVELOPING GRAMMAR COMPETENCE IN FOREIGN LANGUAGE TEACHING. European Research Materials, (12). Retrieved from https://ojs.scipub.de/index.php/ERM/article/view/7921

Issue

Section

Pedagogical Sciences