UDC 378.147:004.738

Menshenina S.G.¹ (Samara, Russian Federation) – menshenina.mail@mail.ru; Kosharskaya E.V.² (Samara, Russian Federation) – luiba@mail.ru

¹Samara State Technical University

²Samara National Research University

Abstract.This article examines the transformation of the foreign language teacher’s role in the context of the active implementation of artificial intelligence technologies and chatbots (ChatGPT, Replika, Duolingo Max, Mondly, etc.) in the educational process. The aim of the study is to identify the functions, competencies, and strategies of teachers in an interactive learning environment supplemented by AI chatbots. The research methods included the analysis, systematization, and synthesis of scientific sources, as well as a comparative analysis of Russian and international approaches. To assess the effectiveness of chatbots, the results of meta-analytic studies using standardized indicators (Cohen’s d, Hedges’ g) were used. The interpretation was carried out within the pedagogical frameworks TPACK, I-TPACK, and SAMR. Based on a systematic analysis of Russian and international scientific publications from 2018–2025, It was found that chatbots based on generative AI demonstrate a medium effect size (g = 0.53–0.69) on the development of foreign language speaking skills, but their effectiveness is largely determined by pedagogical design, methodological support, and guidance from the teacher. It is shown that in the context of AI-mediated learning, the teacher shifts from the role of knowledge translator to the roles of facilitator, designer of educational interactions, analyst of educational achievements, and ethical guarantor. Key competencies of a teacher in the AI era are identified, including AI literacy, prompt engineering skills, and the ability to integrate AI tools into the pedagogical process based on extended TPACK and SAMR models. The need to combine evaluative feedback from AI with expert feedback from the teacher to achieve the maximum educational effect is substantiated. Prospects for further research are related to longitudinal experiments on large samples; the development of “teacher + chatbot” collaboration models for different levels of language proficiency; the creation of teacher training programs based on the I-TPACK framework; and the study of the long-term effects of the systematic use of chatbots on students’ motivation, autonomy, and speech quality.

Keywords: artificial intelligence, chatbot, foreign language learning, teacher role, digital learning environment, ChatGPT, language pedagogy, AI literacy, TPACK, computer-assisted language learning.

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For citation: Menshenina, S. G., & Kosharskaya, E. V. (2026). The role of the teacher in an interactive foreign language learning environment using AI chatbots. CITISE, 2, 638–646. (In Russian).