Abstract
Artificial intelligence (AI) is increasingly reshaping foreign language education by supporting lesson planning, instructional content generation, assessment, personalized practice, and students’ independent learning. This reviewbased analytical study examines the pedagogical functions, limitations, and conditions for the effective integration of AI tools into foreign language teaching, with particular attention to EditGPT, ChatGPT, YaGPT, chatbots, and microlearning applications. The study applies critical literature analysis, comparative functional analysis, systematization, and synthesis of research on AI-assisted language learning. Its original contribution is an authordeveloped pedagogical framework that classifies AI applications according to four dimensions: instructional function, type of language activity, degree of personalization, and required level of teacher verification. The analysis identifies four principal areas of AI-supported practice: (1) lesson planning and content development; (2) language practice and personalized microlearning; (3) formative assessment and feedback; and (4) support for learner autonomy. At the same time, the review highlights risks related to factual inaccuracy, overreliance on automated translation, information overload, and insufficient digital competence. The findings indicate that AI is most pedagogically effective when it complements rather than replaces teacher expertise. The teacher’s role therefore shifts toward the design of learning trajectories, verification of AI-generated content, facilitation of communication, and support for learner motivation and critical thinking.