Abstract
Progressive educational technologies of the 21st century are an important pedagogical means of acquiring and forming new knowledge and competences among schoolchildren. Despite the challenges of today and the state of war in Ukraine, the correct use of information technologies and artificial intelligence in school education is quite relevant, as it stimulates schoolchildren's motivation to study the material, promotes the activation of memory and thinking, and activates acquired skills that will definitely be necessary in the future.
The article presents data from our own study of increasing students' motivation to learn when using artificial intelligence tools in English lessons. The results of the presented material show that the use of the latest methods, including using such a tool as ChatGPT, namely, online Quizlet cards, the use of artificial intelligence to generate in electronic format the appearance of prominent persons, cities, countries or perform for other tasks, creation of scripts and ideas for video materials are necessary tools of modern teaching and demonstrate their effectiveness in the educational process. However, this requires creating optimal conditions and solving certain technological tasks in a modern school, for example, equipping classrooms for schoolchildren with a modern interactive panel, which makes it possible to use the latest information technologies and artificial intelligence for learning.
The given experience of teaching material using information technologies proved that schoolchildren significantly increased their knowledge, acquired new competencies and demonstrated greater activity in lessons and interest in the learning process.
And the given specific example of the use of modern means of artificial intelligence can be used in other educational institutions.
References
Бурлак, М., & Гриньова, Ю. (2024). Застосування інструментів штучного інтелекту для вивчення іноземної (англійської) мови. Вісник науки та освіти, 1(19). https://doi.org/10.52058/2786-6165-2024-1(19)-713-724
Віннікова, Л. (2021). Фактори мотивації студентів та учнів при дистанційному навчанні англійської мови. Молодий вчений, 12 (100), 40–43. https://doi.org/10.32839/2304-5809/2021-12-100-9
Григораш, М. (2024). Шляхи підвищення мотивації до вивчення англійської мови. Наука. Освіта. Молодь, 66–68. https://library.udpu.edu.ua/library_files/stud_konferenzia/2024/1/25.pdf
Данильченко Н. О., & Вертель А. В. (Уклад.). (2012). Психодіагностика (2-ге вид.). Вид-во СумДПУ ім. А. С. Макаренка.
Кремень, В. Г., Биков, В. Ю., Ляшенко, О. І., Литвинова, С. Г., Луговий, В. І., Мальований, Ю. І., Пінчук, О. П., & Топузов, О. М. (2022). Науково-методичне забезпечення цифровізації освіти України: стан, проблеми, перспективи. Herald of the National Academy of Educational Sciences of Ukraine, 4(2), 1–49. https://doi.org/10.37472/v.naes.2022.4223
Пододименко, О. (2024). Роль штучного інтелекту у вивченні іноземної мови. Педагогічний вісник Поділля, 3, с. 57–60. https://znayshov.com/FR/39029/ped_visnik_4_2024-59-62.pdf
Романишин, І. М., Чухно Т. В., & Фийса Н. В. (2023). Трансформація методів навчання й викладання англійської мови у вищій школі: використання штучного інтелекту, аналіз впливу, перспективи. Академічні візії, (24). http://dx.doi.org/10.5281/zenodo.10023920
Alhamdawee, N. (2022). Importance of motivation in learning English language. Humanitarian and Natural Sciences Journal, 3(1). https://doi.org/10.53796/hnsj3154
AL-Shidi, S. (2024). The impact of using AI tools in teaching and learning English as a foreign language at Gulf College: Tutors’ Perceptions. Global Scientific Journals, 12(7), 1436-1448.
Boiko, O., Romaniuk, V., & Malii, A. (2024). The potential of artificial intelligence in teaching english writing. Innovate Pedagogy, 1(69), 32–36. https://doi.org/10.32782/2663-6085/2024/69.1.5
David, L., & Weinstein, N. (2023). Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, (39), 1441–1463. https://doi.org/10.1007/s10212-023-00734-0
Haleem, P. A., Javaid, D. M., Qadri, P. M. A., & Suman, D. R. (2022). Understanding the Role of Digital Technologies in Education: A review. Sustainable Operations and Computers, (3), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hori, R., Fujii, M., Toguchi, T., Wong, S., & Endo, M. (2024). Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children. Early Childhood Education Journal, (53), 1851–1862. https://doi.org/10.1007/s10643-024-01653-5
Lancaster, T. (2023). Artificial intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution? International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00131-6
Li Sun, Cheng En Pan, 2. L. S. C. E. P. (2021). Effects of the Application of Information Technology to E-Book Learning on Learning Motivation and Effectiveness. Frontiers in Psychology, (12), 752303. https://doi.org/10.3389/fpsyg.2021.752303
Neupane, B. P., Paudel, P., Dahal, N., Karki, S., Paudel, G. R., Ghimire, P., & Thapa, B. (2025). English Language teaching in the age of Artificial intelligence: Tools, techniques, and methodologies. Advances in Mobile Learnin Educational Research, 5(1), 1356–1369. https://doi.org/10.25082/amler.2025.01.011
Raposo, A., Durão, A., Estradas, A., & Ribeiro, I. (2020). Technology as a tool to enhance motivation and learning. E3S Web of Conferences, (171), 01011. https://doi.org/10.1051/e3sconf/202017101011
Stevens, J. P. (2025). Artificial intelligence in the teaching of English Grammar. International Journal of Research and Innovation in Applied Science, X(VI), 878–896. https://doi.org/10.51584/ijrias.2025.10060066
Söderström, U., Hedström, E., Lambertsson, K., Mejtoft, T. (2024). ChatGPT in education: Teachers’ and Students’ views. In European Conference on Cognitive Ergonomics (ECCE 2024), art. 32. https://doi.org/10.1145/367380
Zubenko, O. (2023). Artificial intelligence and learning a foreign language. Тrаnscarpathian Philological Studies, 2(27), 80–85. https://doi.org/10.32782/tps2663-4880/2022.27.2.15
Alhamdawee, N. (2022). Importance of motivation in learning English language. Humanitarian and Natural Sciences Journal, 3(1). https://doi.org/10.53796/hnsj3154 (in English).
Alhamdawee, N. (2022). Importance of motivation in learning English language. Humanitarian and Natural Sciences Journal, 3(1). https://doi.org/10.53796/hnsj3154 (in English).
AL-Shidi, S. (2024). The impact of using AI tools in teaching and learning English as a foreign language at Gulf College: Tutors’ Perceptions. Global Scientific Journals, 12(7), 1436-1448 (in English).
Boiko, O., Romaniuk, V., & Malii, A. (2024). The potential of artificial intelligence in teaching english writing. Innovate Pedagogy, 1(69), 32–36. https://doi.org/10.32782/2663-6085/2024/69.1.5 (in English).
Burlak, M., & Hryn`ova, Yu. (2024). Application of artificial intelligence tools for learning a foreign (English) language. Bulletin of Science and Education, 1(19). https://doi.org/10.52058/2786-6165-2024-1(19)-713-724 (in Ukrainian).
Danyl`chenko N. O., Vertel` A.V. (Compilers). (2012). Psychodiagnostics (2nd Ed.). Publishing house of Sumy State Pedagogical University named after A. S. Makarenko (in Ukrainian).
David, L., & Weinstein, N. (2023). Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, (39), 1441–1463. https://doi.org/10.1007/s10212-023-00734-0 (in English).
Haleem, P. A., Javaid, D. M., Qadri, P. M. A., & Suman, D. R. (2022). Understanding the Role of Digital Technologies in Education: A review. Sustainable Operations and Computers, (3), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 (in English).
Hori, R., Fujii, M., Toguchi, T., Wong, S., & Endo, M. (2024). Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children. Early Childhood Education Journal, (53), 1851–1862. https://doi.org/10.1007/s10643-024-01653-5 (in English).
Hryhorash, M. (2024). Ways to increase motivation to learn English. Science. Education. Youth, 66–68. https://library.udpu.edu.ua/library_files/stud_konferenzia/2024/1/25.pdf (in Ukrainian).
Kremen`, V. G., Bykov, V. YU., Lyashenko, O. I., Lytvynova, S. H., Lugovyy, V. I., Mal`ovanyy, YU. I., Pinchuk, O. P., & Topuzov, O. M. (2022). Scientific and methodological support for the digitalization of education in Ukraine: state, problems, prospects. Herald of the National Academy of Educational Sciences of Ukraine, 4(2), 1–49. https://doi.org/10.37472/v.naes.2022.4223 (in Ukrainian).
Lancaster, T. (2023). Artificial intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution? International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00131-6 (in English).
Li Sun, Cheng En Pan, 2. L. S. C. E. P. (2021). Effects of the Application of Information Technology to E-Book Learning on Learning Motivation and Effectiveness. Frontiers in Psychology, (12), 752303. https://doi.org/10.3389/fpsyg.2021.752303 (in English).
Neupane, B. P., Paudel, P., Dahal, N., Karki, S., Paudel, G. R., Ghimire, P., & Thapa, B. (2025). English Language teaching in the age of Artificial intelligence: Tools, techniques, and methodologies. Advances in Mobile Learnin Educational Research, 5(1), 1356–1369. https://doi.org/10.25082/amler.2025.01.011 (in English).
Pododymenko, O. (2024). The role of artificial intelligence in learning a foreign language. Podillia Pedagogical Bulletin, (3), 57–60 (in Ukrainian).
Raposo, A., Durão, A., Estradas, A., & Ribeiro, I. (2020). Technology as a tool to enhance motivation and learning. E3S Web of Conferences, (171), 01011. https://doi.org/10.1051/e3sconf/202017101011 (in English).
Romanyshyn, I. M., Chukhno T. V., & Fyysa N. V. (2023). Transformation of English language learning and teaching methods in higher education: use of artificial intelligence, impact analysis, prospects. Academic Visions, (24). http://dx.doi.org/10.5281/zenodo.10023920 (in Ukrainian).
Söderström, U., Hedström, E., Lambertsson, K., Mejtoft, T. (2024). ChatGPT in education: Teachers’ and Students’ views. In European Conference on Cognitive Ergonomics (ECCE 2024), art. 32. https://doi.org/10.1145/367380 (in English).
Stevens, J. P. (2025). Artificial intelligence in the teaching of English Grammar. International Journal of Research and Innovation in Applied Science, X(VI), 878–896. https://doi.org/10.51584/ijrias.2025.10060066 (in English).
Vinnikova, L. (2021). Motivation factors of students and pupils in distance learning of the English language. Young Scientist, 12 (100), 40–43. https://doi.org/10.32839/2304-5809/2021-12-100-9 (in Ukrainian).
Zubenko, O. (2023). Artificial intelligence and learning a foreign language. Тrаnscarpathian Philological Studies, 2(27), 80–85. https://doi.org/10.32782/tps2663-4880/2022.27.2.15 (in English).

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

