AI-assisted development of academic terminological competence in English for Academic Purposes

Abstract

This article examines the effectiveness of using generative artificial intelligence tools in developing the academic terminological competence of students learning English for academic purposes. The relevance of this research stems from the digital transformation of higher education, the growing importance of academic literacy, and the need to improve methods for teaching specialist terminology against the backdrop of the widespread adoption of AI technologies. The aim of the study was to assess the pedagogical potential of generative artificial intelligence for developing skills in understanding, interpreting and correctly using academic terminology in scholarly communication. The study was conducted using a mixed-methods approach, combining quantitative and qualitative methods of analysis. The experiment involved 68 undergraduate and postgraduate students enrolled in EAP programs. Empirical data were collected through pre- and post-tests, questionnaires, semi-structured interviews and an analysis of the students’ interactions with AI tools. The results obtained indicate a measurable increase in academic terminological competence, an improvement in the quality of academic writing, an expansion of vocabulary, and the development of self-directed learning skills. The most notable positive changes were observed in the use of academic terminology in the context of academic writing and professional communication. The study also revealed a high level of acceptance of AI technologies among students and their positive impact on motivation to learn. At the same time, it highlighted the need to develop AI literacy, critical thinking and the ability to verify the accuracy of automatically generated information. It has been concluded that generative artificial intelligence can serve as an effective component of the modern educational ecosystem, provided it is integrated in a pedagogically sound manner and supported by active methodological guidance from the teacher.

Keywords: artificial intelligence, generative artificial intelligence, academic terminology, academic terminological competence, English for academic purposes, academic writing, academic literacy.