USING ARTIFICIAL INTELLIGENCE IN TEACHING RUSSIAN TO HIGH SCHOOL STUDENTS: HOW AI HELPS DEVELOP LITERACY, WRITING SKILLS, AND TEXT EDITING ABILITIES

Abstract

This article examines the potential for using artificial intelligence (AI) technologies in the process of teaching the Russian language. Particular attention is paid to the application of AI tools for developing spelling and punctuation proficiency, improving writing skills, and fostering text editing and independent text-processing abilities. The article argues for a shift from a model where a digital tool directly corrects a student's errors to a model of pedagogical interaction that involves analysis, explanation, and the student's own correction of errors. Key areas of AI application in Russian language lessons are discussed, including the diagnosis of speech and language errors, receiving feedback, text editing, vocabulary expansion, improving the structure of written statements, and working on style and text organization. Pedagogical risks associated with the uncritical use of AI are also analyzed, including reduced student independence, reliance on automated corrections, and the potential for encountering unreliable information. The article concludes that artificial intelligence can serve as an effective supplementary tool for teaching Russian, provided the teacher retains a leading role and the student engages in active intellectual work.