The Use of Artificial Intelligence: Methodology Risks in Foreign Language Teaching to Law University Students

Abstract

Currently, the development of neural networks in various fields of life is rapidly growing. Artificial intelligence (AI) tools can generate lesson plans, presentations, texts, and other educational stuff in seconds upon user’s request. Chatbots can not only answer questions and provide necessary feedback but also make useful recommendations for improving results. This raises the question within the teaching community: can foreign language teachers not only counteract the methodological risks that inevitably arise with the digitalization of higher education, but also utilize AI as a reliable assistant, making the educational process more efficient and effective thanks to advances in science and technology? In this article, the authors attempt to fully understand this problem in the context of AI development and provide some examples of methodology work with law school students studying foreign languages. The introduction of AI into the educational process does indeed open up new opportunities for foreign language teaching, but it is associated with a number of methodology risks. This article examines some key issues associated with the use of AI in teaching foreign languages to law students, including the diminished role of the teacher, insufficient adaptation to professional vocabulary, the risks of inaccurate translation, and certain ethical aspects. To improve the effectiveness of the educational process, recommendations are offered to minimize these risks.

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