Integrating AI-generated Technical Discourse into English for Specific Purposes for IT and Engineering Students

Abstract

The relevance of the study is determined by the rapid advancement of artificial intelligence and its increasing integration into educational contexts, which requires a reconsideration of approaches to developing professional communicative competence in higher education. In modern technology-driven environments, students are expected not only to possess adequate English proficiency but also to critically interpret, evaluate, and produce discipline-specific technical discourse. The purpose of the study is to examine the effectiveness of integrating AI-generated texts into ESP instruction for the development of students’ professional communication skills, with a particular focus on rhetorical competence. The study analyzes the characteristics of AI-generated technical discourse and identifies the pedagogical potential of artificial intelligence tools in language education. The empirical part of the research was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” AI-generated texts were used as instructional materials for analysis, critique, discussion, and revision. The research methods are based on the theoretical analysis of scientific literature, comparative analysis, a pedagogical experiment, and systematic observation of the learning process. The conclusions indicate that students demonstrated increased rhetorical awareness, improved ability to structure technical arguments, and enhanced skills in adapting communication to different professional audiences. A significant outcome of the study was the development of professional ethos, logical reasoning (logos), and communicative flexibility. Additionally, improvements were observed in oral communication skills, particularly in the preparation and delivery of technical presentations based on AI-generated materials. The findings also revealed increased student motivation and engagement in the learning process. The results confirm that the integration of AI-generated technical discourse into ESP instruction is an effective pedagogical approach that contributes to the development of professional communicative competence among future engineers and IT specialists.