A Review of Artificial Intelligence Adoption in Second-Language Learning

The acceptance of technology at the higher educational level has been a significant discussion, with little attention on the gender dynamics on the acceptance of artificial intelligence (AI ) tools by senior lecturers. This study delved into a detailed analysis of the gender dynamics in the discussion of technology acceptance mainly AI tools, in foreign language (FL) education. Quantitative study approach was adopted in the process, and survey design was implemented. Data was collected using structured digital questionnaire, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A total of ninety-five (95) male senior lecturers and one hundred and three (103) female senior lecturers participated in the study. Analysis was conducted using relevant statistical measures. The results showed disparities in the attitudes and views of senior lecturers towards artificial intelligence (AI) technologies in the context of FL education, greatly influenced by gender. In relation to usage, male senior lecturers have higher positive reactions (61.06%) in comparison to their female counterparts (46.6%). However, in relation to the assumption that AI technologies improve the performance of learners, 69% of male senior lecturers agree with this notion, but a substantially greater percentage of 72.81% of female senior lecturers hold the same perspective. Moreover, there exists a little disparity in the level of proficiency in using AI technologies across genders. Specifically, 56.84% of male senior lecturers see it as uncomplicated, while 61.16% of their female counterparts share the same sentiment. The gender discrepancy that is most notable pertains to the perceived level of ease in using artificial intelligence (AI) technologies during foreign language (FL) lessons. The data reveals that a majority of male senior lecturers, calculated as 69.48%, see the use of these tools very easy. In contrast, a much higher proportion of female senior lecturers, 86.41%, share the same perception. This discrepancy highlights a notable disparity in confidence levels between the two genders. These results together emphasise the changing gender dynamics in the acceptance of technology, interrogating conventional assumptions and underscoring the need for customised support systems to guarantee fair and efficient integration of artificial intelligence (AI) technologies in foreign language instruction among senior lecturers.

This article is devoted to the creation of a model of observational diagnostics for patients in dentistry using artificial intelligence as an information and measurement system. Artificial intelligence technology and algorithms in the field of clinical and radiographic image analysis in general dentistry and orthopedics have become the most common systems, contributing to accurate and timely diagnosis of a particular patient. Along with clinical practice images, radiographs are key tools for graphic visualization of the patient's dentition. A model of observational diagnostics for patients using artificial intelligence technology as the latest tool in the healthcare industry can become a structured method of information standardization and measurements in general dentistry. The model of observational diagnostics can serve as a fundamental component of functional diagnostics based on artificial intelligence algorithms, since they have a special potential for increasing the reliability and consistency of diagnostic measurements and information used by a dentist during treatment planning and restoration of the dentition. The model of observational diagnostics of dental patients presented by the authors implies a significant step forward in the development of highprecision methods of functional diagnostics, monitoring and analysis of patient condition measurements. The algorithm of the observational diagnostics model was integrated into the program, the operation of which is based on artificial intelligence technology in order to increase the efficiency, consistency, optimality and accuracy of the processes carried out in clinical practice. The purpose of the study is to determine the characteristics of the model of observational diagnostics of dental patients using artificial intelligence as an information and measuring system. Main results of the study: 1) the characteristics of the practical application of artificial intelligence technology for radiographs, clinical images of patients' teeth are provided; 2) the essential aspects of the model of observational diagnostics of dental patients, as well as the features of its practical application for planning dental treatment of patients are highlighted; 3) the results of practical testing of the model of observational diagnostics of dental patients are reflected (using the example of detection and treatment of caries). Research materials: the results of academic studies on the assessment of functional diagnostics of oral cavity and dentition pathologies using artificial intelligence technology; practical testing of the model of observational diagnostics for dental patients (using the example of detection and treatment of caries in a 49yearold woman). Research methods: systematization, comparative analysis, contrastive analysis, generalization, abstractlogical method, induction, deduction, systems approach, data conceptualization, graphical and tabular visualization of data, construction of informationmeasuring systems, artificial intelligence methods, study of clinical images and radiographs of patients' dental arches. The main conclusions of the study: 1) information and measuring instruments, the operation of which is based on artificial intelligence technology, have become the basis for the rapid processing of significant amounts of information, increasing the accuracy and efficiency of clinical decisions in dentistry. These information and measuring systems allow us to determine complex patterns on radiographs and clinical images of dental arches, to increase the degree of accuracy of functional diagnostics, in particular, in the presence of subtle pathologies and disorders; 2) artificial intelligence technology cannot replace a qualified dentist, such information and measuring systems only complement the accumulated human professional experience, allowing us to jointly carry out functional diagnostics of patients with a dental profile; 3) the potential of artificial intelligence technologies to create comprehensive plans and reports for dental treatment and dental restoration forms the basis for the joint activities of the latest tools and a dentist. In the context of the study, it is noted that artificial intelligence algorithms have become a powerful informationmeasuring tool for improving the decisionmaking process in dental practice, since digital technology promptly and quickly provides feedback to the dentist about missed anomalies or suboptimal methods of dental treatment and restorative medicine. Integration of the model of observational diagnostics for dental patients will make it possible to form an algorithm for the operation of artificial intelligence that fully complies with the recommendations for functional diagnostics and dental treatment of patients, developed on the basis of factual information. The use of artificial intelligence algorithms in dental practice will increase the efficiency of the general industry standard for providing dental services to patients.

Since artificial intelligence first appeared in the 1950s, the interest towards it has been changing throughout its existence, but in a number of countries, including Russia, there is currently an increase in the government’s interest in artificial intelligence technologies that have found application in various fields, such as finance, medicine and education. The use of artificial intelligence in teaching executes functions such as, for instance, natural language generation, personalisation of learning and proctoring. At the same time, besides the organisation of the educational process or the design of learning materials, artificial intelligence technologies in teaching also include teaching a foreign language or learning it. Due to the simplification of the process of creating such technologies, which currently, due to the development of tools for their development, does not require the same training as before, dialogue-based сomputer-assisted language learning plays a significant role in the use of artificial intelligence technologies in teaching foreign languages. Dialogue-based сomputer-assisted language learning provides students with the opportunity to develop and form foreign language skills through interaction with a conversational agent or a bot, which are also often referred to as social interactive agents and are defined as agents capable of independently communicating with people and with each other in a socially reasonable way via multimodal behaviours. Chatbots are a category of conversational agents, which, in turn, are a separate class of dialogue systems.The attention of researchers is currently paid to the implementation of intelligent agents in foreign language teaching and overcoming the difficulties associated with it. The purpose of the article is to provide a theoretical review of publications devoted to the issues of foreign language teaching through the use of interactive dialogue systems or conversational agents; to classify the intelligent agents currently used in foreign language teaching in accordance with the criteria proposed earlier; to describe the accumulated experience of introducing intelligent agents into foreign language teaching, highlighting the advantages and disadvantages of using certain bots in specific situations; to identify the didactic potential of chatbots as a type of conversational agents based on AI technologies; the features of integrating chatbots into the process of developing the students’ oral-speech and written-speech skills, as well as skills of interaction. The works of Russian and foreign authors published over the past 5 years devoted to the study of artificial intelligence technologies in foreign language teaching were selected for the analysis. The research methods are the analysis of research literature and classification. In the course of the research, notions such as “conversational agents” and “chatbots” were defined and the history of their development from the second half of the 20th century to the present day was described. Based on the works of researchers, the criteria were selected for the classification of intellectual agents currently used in teaching foreign languages, on the basis of which their typology was proposed. Finally, the results of the studies describing attempts to introduce such systems into the foreign language teaching process were studied, as a result of which their advantages and disadvantages were described, establishing the prospects for further research on the issue.

Artificial intelligence (AI) technologies have revolutionized numerous sectors, enhancing efficiency, innovation, and convenience. However, AI's rise has highlighted a critical concern: bias within AI algorithms. This study uses a systematic literature review and analysis of real-world case studies to explore the forms, underlying causes, and methods for detecting and mitigating bias in AI. We identify key sources of bias, such as skewed training data and societal influences, and analyze their impact on marginalized communities. Our findings reveal that algorithmic transparency and fairnessaware learning are among the most effective strategies for reducing bias. Additionally, we address the challenges of regulatory frameworks and ethical considerations, advocating for robust accountability mechanisms and ethical development practices. By highlighting future research directions and encouraging collective efforts toward fairness and equity, this study underscores the importance of addressing bias in AI algorithms and upholding ethical standards in AI technologies.

In this article, the author will analyze specifically the problem of using artificial intelligence (AI) technology in teaching Foreign Language at the higher education. From there, the author will propose some solutions to further improve the effectiveness of using AI technology in teaching and learning English in particular and foreign languages ​​in general in Vietnam in the next period.

In an era where artificial intelligence (AI) technology is increasingly penetrating various aspects of life, including education, it is important to understand its impact on students' social relationships. These changes raise questions about how interactions between students and teachers are affected by AI Technology. This research aims to investigate the impact or artificial intelligence on students' social relationships in an educational environment. The focus is on understanding changes in interactions between students, student-teacher interaction, as well as broader implications for social dynamics inside the classroom and outside the classroom. The research method used is a literature review which uses data collections sources that are relevant to this research, which can be in books, megazines and other print media, or can be obtained from photos and videos. The research results show that artificial intelligence technology has a complex impact on students' social relationships. Although it can improve efficiency and learning outcomes, AI technology can also reduce social inequality, and create excessive dependence on technology. Educators and policymakers need to carefully consider the use of AI technology in education to ensure that positive impacts are maximized, while negative impacts are minimized.

The article is devoted to the study of the application of artificial intelligence technologies in law enforcement activities in Ukraine and the world. The purpose of the article is to analyze the international and domestic experience of using digital technologies in law enforcement activities, to identify the shortcomings of the legal regulation of the use of artificial intelligence in this area, to provide proposals for its improvement in Ukraine. It was found that one of the countries that is actively expanding the use of artificial intelligence and successfully introducing relevant technologies into public administration is China. The artificial intelligence system which is used in China called «Zero Trust». The purpose of using this system is to prevent the commission of corruption offenses. It is emphasized, that the disadvantage of the «Zero Trust» system is that artificial intelligence, identifying the cause of corruption, does not indicate the algorithms and principles of this process. At the same time, the experience of using artificial intelligence in the field of preventing and combating corruption in Ukraine is considered when carrying out automated verification of persons declarations of authorized to perform state and local government functions. Ways of improving legal regulation when conducting financial control of declarations using artificial intelligence technologies are proposed. It has been found that artificial intelligence is widely used in the USA to predict the prevalence and state of crime. It was emphasized that Ukraine also has experience in the application of artificial intelligence technologies in law enforcement activities. Artificial intelligence is used in the development and implementation of departmental specialized intelligent software, the implementation of operative and investigative actions (for the recognition of video objects observation by comparing images in social networks, etc). It was concluded that artificial intelligence and digital technologies help to quickly process large volumes of information in the investigation and prevention of criminal activity. Modern developments in the field of artificial intelligence and advanced digital technologies, which are implemented in foreign countries to prevent and fight crime, are of great importance for the improvement of legal regulation in this field in Ukraine.

Art education has undergone significant transformation in the era of digitalization. With the advancement of Artificial Intelligence (AI) technology, there is tremendous potential to enhance the art learning experience. This research aims to elucidate how AI technology can be effectively utilized to improve art education in the context of digitalization. The study aims to introduce AI technology and explore its potential applications in enhancing the art learning experience. In the context of art learning experience, AI technology can provide broader access to digital art collections, online galleries, and virtual museums. Students can explore various artworks and cultures through digital platforms, thereby enriching their understanding and appreciation of art. The research findings reveal that AI technology can offer personalized guidance to students in developing their artistic skills. Intelligent AI systems can analyze students' artworks, provide tailored suggestions, and assist in enhancing their technical and creative abilities. In conclusion, the integration of AI technology in art education holds immense potential to elevate students' learning experiences. By expanding access, providing personalized guidance, and creating interactive experiences, AI technology enriches art learning in the era of digitalization. This is expected to provide greater insights and understanding of how AI technology can be harnessed to enhance the art learning experience in the context of digitalization. By optimizing the potential of AI, art education can become more inclusive, personalized, and engaging.

In addition to creativity, modern landscape design also needs some auxiliary tools to predict the design effect, so as to ensure the design effect before the completion of the landscape. With the development of computer network and electronic information technology, human society has entered the information age, and artificial intelligence technology has been applied to all walks of life. With the continuous development of artificial intelligence, artificial intelligence has existed in all aspects of our lives and has a great impact on our lives. At the same time, through the achievements in recent years, artificial intelligence gradually affects other fields such as design. Therefore, combined with the current situation of landscape design auxiliary system in China, this paper introduces artificial intelligence and information technology into it, and makes the landscape design auxiliary system get further development with the help of artificial intelligence and information technology. This paper first introduces artificial intelligence, analyzes the advantages and development trend of automatic informatization of landscape design auxiliary system, and finally discusses the application of artificial intelligence technology in landscape design auxiliary system.

This systematic literature review (SLR) study explores artificial intelligence (AI) as a tool to address academics challenges in South African higher education. Numerous difficulties beset higher education system in South Africa, such as a lack of funding, high student-to-lecturer ratios, and unequal access to high-quality education. Relevant academic databases, such as PubMed, Google Scholar, ERIC, and Web of Science, was searched using a combination of keywords relating to South African higher education, AI in education, academic issues, and AI technologies. A total of twenty (20) documents were identified and used in this study. The examination looks at how AI is currently being used, how it affects how people teach and learn, and the opportunities and challenges that come with using it in this setting. The results show that artificial intelligence (AI) technologies, including automated assessment tools, intelligent tutoring systems, and adaptive learning platforms, have the potential to improve personalized learning experiences, boost student engagement and academic performance, and facilitate effective management of educational resources. However, overcoming several issues, such as a lack of technological know-how, restricted infrastructure, concerns about equity, and ethical implications is necessary for the successful integration of AI in South African higher education. It encourages educators, politicians, and technology experts to work together to establish long-term solutions for incorporating AI into teaching and learning processes while maintaining inclusivity, equity and ethical issues.

In honor of this issue’s theme of “Artificial Intelligence (AI) Engineering—Realizing the Potential of AI,” this edition of the “Practitioners’ Digest” brings you recent papers on AI and machine learning (ML) engineering, which we believe will be of interest to practitioners. These papers were published in the First International Conference on AI Engineering (CAIN 2022), the 26th International Conference on Evaluation and Assessment in Software Engineering 2022 (EASE 2022), and the 2022 IEEE/Association for Computing Machinery First International Workshop on Software Engineering for Responsible Artificial Intelligence (SE4RAI).

In recent years, artificial intelligence technology is deepening and expanding, and many industries begin to use artificial intelligence technology to improve efficiency and accuracy. Artificial intelligence technology is more and more widely used in the field of sports. Machine vision, infrared technology, electronic induction technology and computer control technology in artificial intelligence can play a role in all aspects of the field of sports. Unlike other computer technologies, artificial intelligence can imitate the human brain for decision-making. Neural networks in artificial intelligence technology can reason based on Hebb rules and a large number of factual data. Moreover, the genetic algorithm in artificial intelligence can be continuously improved based on the coding of individuals in the population and the determination of fitness function, and the decision-making can be more and more accurate. The ability of artificial intelligence to make decisions can bring a new situation to sports competition. The fairness of sports competition will be improved because of artificial intelligence technology, and each team can make decisions according to the strategy analyzed by artificial intelligence technology.

Artificial intelligence technologies have transformed the education sector and require the introduction of new teaching and learning practices, the development of artificial intelligence courses, and educational research. The aim of the study is to analyse regulatory documents in the context of introducing artificial intelligence technologies into the educational process and to determine the trajectory of preparing students for the use of artificial intelligence technologies. The article analyses current approaches to integrating artificial intelligence technologies into the educational process of higher education institutions and their impact on the development of digital competence among students. The challenges, opportunities and risks of using artificial intelligence technologies in education are identified, and international and Ukrainian regulatory documents governing the introduction of artificial intelligence are outlined, in particular the UNESCO framework, the European Commission’s ethical recommendations on the use of artificial intelligence for educators, the European Strategy for Artificial Intelligence in Science, and the Concept of Artificial Intelligence approved in Ukraine. The need to create a regulatory and ethical framework for the implementation of artificial intelligence technologies in educational institutions is emphasised. Based on an analysis of regulatory documents and best practices, a conceptual technology for integrating artificial intelligence technologies into the educational process has been developed, which includes target, technological, content-methodological, ethical, and performance-evaluation components. The trajectory of training students to use artificial intelligence technologies in their professional activities and the experience of introducing the academic discipline ‘Artificial Intelligence Technologies’ are presented. The necessity of forming in students a conscious, safe and responsible use of artificial intelligence tools, the development of critical thinking and the development of strategies for educational institutions in the context of using artificial intelligence technologies is substantiated. The study showed that the use of artificial intelligence contributes to the high-quality organisation of the educational process, the improvement of teaching methods, and the development of future-oriented critical thinking skills in students.

Objectives: The objective of this scientific paper is to shed light on the challenges facing the legislative industry in the field of artificial intelligence (AI) technologies. Specifically, it aims to anticipate and predict the difficulties related to creating an independent legal personality for AI tools, enabling them to assume rights and obligations, as well as establishing criminal responsibility and punishment in cases where AI technologies commit crimes punishable by law. Methods: To achieve the stated objectives, this paper employs a theoretical and analytical approach. It involves a comprehensive review and analysis of existing literature, legal frameworks, and case studies related to the legal implications of AI technologies. Additionally, hypothetical scenarios and potential challenges are discussed to illustrate the complexities involved in creating legal frameworks that address the unique nature of AI tools and their impact on society. Results: The analysis reveals several key challenges facing the legislative industry in the field of AI technologies. These challenges include the conceptualization of an independent legal personality for AI tools, determining the rights and obligations associated with such personality, and establishing mechanisms for holding AI technologies accountable for their actions. Furthermore, the paper explores the difficulties in imposing criminal responsibility and punishment on AI technologies in cases where they commit crimes. Conclusion: In conclusion, this scientific paper highlights the complexities and challenges associated with creating legal frameworks for AI technologies. By anticipating and predicting these challenges, it provides valuable insights for legislators, policymakers, and legal professionals involved in shaping the regulatory landscape for AI. Moving forward, it is essential to address these challenges proactively and develop legal frameworks that strike a balance between promoting innovation and safeguarding societal interests in the era of artificial intelligence.

PurposeThe introduction of artificial intelligence (AI) technology has had a substantial influence on the retail industry. However, AI adoption entails considerable responsibilities and risks for senior managers. In this study, the authors developed an evaluation and selection mechanism for successful AI technology adoption in the retail industry. The multifaceted measurement and identification of critical factors (CFs) can enable retailers to adopt AI technology effectively and maintain a sustainable competitive advantage.Design/methodology/approachThe evaluation and adoption of organisational AI technology involve multifaceted decision-making for management. Therefore, the authors used the analytic network process to develop an AI evaluation framework for calculating the weight and importance of each consideration. An expert questionnaire survey was distributed to senior retail managers and 17 valid responses were obtained. Finally, the Vlse Kriterijumska Optimizacija Kompromisno Resenje (VIKOR) method was used to identify CFs for AI adoption.FindingsThe results revealed five CFs for AI adoption in the retail industry. The findings indicated that after AI adoption, top retail management is most concerned with factors pertaining to business performance and minor concerned about the internal system's functional efficiency. Retailers pay more attention to technology and organisation context, which are matters under the retailers' control, than to external uncontrollable environmental factors.Originality/valueThe authors developed an evaluation framework and identified CFs for AI technology adoption in the retail industry. In terms of practical application, the results of this study can help AI service providers understand the CFs of retailers when adopting AI. Moreover, retailers can use the proposed multifaceted evaluation framework to guide their adoption of AI technology.