Modern and Innovative Models of Foreign Language Teaching Based on Digital Technologies and Artificial Intelligence
Gunay Mehraliyeva
Abstract. This study approaches digital technology and artificial intelligence in foreign-language education as a question of instructional design rather than a catalogue of tools. It draws on a purposive inteqrative review of 18 scholarly and institutional sources published from 2020 to 2025. The sources were examined comparatively by technology type, target skill, teacher involvement, personalization, learner independence, evidence of achievement, and reported risk. The review indicates that educational value depends primarily on how a tool is connected to a task, staged feedback, reflection, and subsequent independent performance. Findings are more consistent for writing and vocabulary than for listening or sustained oral development. Virtual reality (VR) can enrich situated and pragmatic practice, although brief exposure alone does not demonstrate durable learning. On the basis of this synthesis, the article advances a five-part model comprising teacher framing, adaptive tasks, dialogue and feedback, multimodal activity, and independent transfer. Artificial intelligence is therefore positioned as support for pedagogical judgment, not as its replacement. This proposed model successfully combines the capabilities of technology with traditional pedagogical principles, increasing the efficiency of teaching in a modern digital environment.
Keywords: digital technologies, artificial intelligence, foreign language teaching, generative AI, ChatGPT, mobile-assisted language learning, virtual reality, personalized learning