The Role of Artificial Intelligence in Personalizing Foreign Language Learning for Computer Specialties Students

Abstract

The relevance of this study is determined by the growing role of student agency in modern education and the increasing importance of foreign language training for future economists. This research investigates how artificial intelligence (AI) tools can enhance learner agency in foreign language acquisition for economics students, addressing the crucial gap between traditional language instruction and contemporary professional requirements in Ukraine's evolving economic landscape, as framed by the Law "On Higher Education" and current pedagogical approaches. Drawing on contemporary theories of learner agency, in the works of modern scholars, the study examines core dimensions of agency, including self-regulation, adaptive learning capacity, and metacognitive awareness. These theoretical foundations inform an analysis of how AI-powered language learning environments can foster professional, communicative competence and self-directed learning behaviors essential for economic specialists. The study presents empirical findings from implementing AI tools (including ChatGPT, DeepL, and Grammarly) in economics-focused language training, demonstrating their impact on developing learner autonomy, enhancing domain-specific communication skills, and sustaining motivation. Key pedagogical conditions for effective AI integration are identified, emphasizing (1) personalized learning pathways calibrated to individual progress, (2) intelligent feedback systems that promote reflection, and (3) adaptive content delivery that bridges academic language with professional economic contexts.