Learning Professional Terminology With AI-Based Tutors in Technical University

Abstract

This paper analyses the incorporation of artificial intelligence (AI) into Kazakhstani technical universities to improve the acquisition of professional English terminology. The literature review investigates the role of artificial intelligence (AI) in foreign language instruction, providing a detailed overview of prospects and limitations. This study presents a framework for introducing AI-based instructors into technical foreign language teaching. The research approach included 30 students from various academic backgrounds in the experimental group and 33 students from the control group. The effectiveness of AI-based tutors is evaluated through surveys and interviews with students and teachers. This study provides a thorough examination of AI tutor creation, classroom use, and evaluation criteria. Interviews with technical university lecturers yielded insights into both potential and obstacles. The results of a survey show that students have differing opinions about the efficiency of AI tutors. The discussion contextualizes the findings in light of past research, emphasizing the multidimensional impact of AI on education. It argues for a balanced approach, viewing AI as a supplement rather than a replacement for critical thinking. There is practical advice for educators and legislators. The essay provides opportunities for future research while acknowledging constraints such as technical challenges and changing student interest.