The use of artificial intelligence for positive pedagogical purposes in teaching french as a foreign language to students of international law and international economic relations

Abstract

Drawing on contemporary research in applied linguistics, digital pedagogy, and educational technology, the article analyzes the role of artificial intelligence in personalized learning, formative assessment, academic writing, translation training, and terminology acquisition. Particular attention is paid to ethical considerations, critical thinking development, and the responsible use of AI as a pedagogical assistant rather than a replacement for the teacher. The findings demonstrate that when integrated thoughtfully and ethically, artificial intelligence enhances learner autonomy, motivation, and professional language competence, contributing to higher educational quality in specialized university contexts.