The linguistic potential of LLMs in foreign language teaching: the effectiveness of ChatGPT in pedagogical practice

Abstract

Abstract: The purpose of the study is to provide a comprehensive justification of the linguodidactic potential of large language models (LLM), particularly ChatGPT, in the process of developing foreign language communicative competence among higher education students. The paper identifies pedagogical, cognitive, and methodological conditions for the effective use of generative models in foreign language teaching and reveals their impact on the development of both receptive and productive language skills. The research employs methods of system, comparative, and content analysis, as well as elements of a pedagogical experiment, which made it possible to establish a correlation between interactive communication with LLM and the growth of students’ foreign language proficiency. The findings demonstrate that ChatGPT performs a number of key educational functions: modeling authentic linguistic environments, providing automated speech correction, personalizing learning trajectories, and fostering critical thinking. The use of LLM enhances grammatical accuracy, expands vocabulary, and develops spontaneous speech and intercultural communication skills. The scientific novelty of the study lies in defining a system of pedagogical conditions that ensure the effectiveness of ChatGPT in linguodidactics: teachers’ methodological competence, purposeful design of learning scenarios, ethical regulation of AI use, and the combination of automated practice with live communication. It is established that the potential of LLM is most effectively realized within blended learning models, where generative AI complements rather than replaces the teacher, enhancing students’ motivation, autonomy, and reflexivity. The conclusions confirm that ChatGPT can serve as an effective tool for improving linguistic education, provided that the principles of complementarity, academic integrity, and digital ethics are observed. The use of language models requires the combination of technical literacy, didactic support, and systematic assessment of learning outcomes. The study offers scientifically grounded recommendations for integrating LLM into modern educational practice: standardization of prompts, creation of methodological guides for educators, implementation of formative assessment, and development of ethical AI use policies in higher education. The conducted research contributes to the formation of the concept of digital linguodidactics, outlining the prospects for further transformation of pedagogical approaches under the influence of intelligent technologies. Keywords: large language models, ChatGPT, linguodidactics, foreign language competence, pedagogical conditions, digital pedagogy, individualized learning, artificial intelligence.