Аңдатпа
Introduction. The digitalization of higher education in Kazakhstan presents future English language teachers with the challenge of developing linguistic and cognitive skills using innovative approaches. One such approach, based on artificial intelligence, is digital storytelling. However, the impact of integrating artificial intelligence tools into digital narrative creation on the development of future teachers’ productive skills in the Kazakhstani context remains understudied. The aim of this study was to examine the impact of artificial intelligence-based digital storytelling on the development of students’ advanced written and oral communication skills.Materials and Methods. 77 students participated in the experiment. The experimental group (n = 39) used artificial intelligence tools (Grammarly, ChatGPT, QuillBot, Unifire, and Hemingway Editor) to create digital storytelling, while the control group (n = 38) completed similar tasks using traditional teaching methods. Common European Framework of Reference criteria were used for assessment, and productive language skills were qualitatively assessed. Qualitative data were analyzed using inductive thematic analysis, while quantitative data were analyzed using ANOVA.Results. The statistically significant advantage of the experimental group in most components of verbal skills (p 0.05) compared to the control group confirms the positive impact of digital storytelling using artificial intelligence tools on the development of students’ written and oral communication skills. Students in the experimental group outperformed the control group in their ability to paraphrase text, as well as combine and restructure individual sentences in writing. In oral communication, the experimental group demonstrated significant improvements in fluency, confidence, coherence, active listening, and interaction. No significant differences in pronunciation or intonation were found between the groups.Conclusion. The findings demonstrate the effectiveness of integrating digital storytelling with the support of artificial intelligence technologies in improving the productive skills of future English language teachers. This study expands our understanding of the capabilities and potential of using artificial intelligence tools in the educational process, contributing not only to the development of foreign language communicative competence but also to the development of digital literacy and student autonomy. The proposed methodology can be used by university professors and curriculum developers to integrate artificial intelligence technologies into foreign language teacher training courses. The results will be useful for students to independently improve their language proficiency and develop digital literacy.