TEACHING IRONY IN HIGHER EDUCATION THROUGH ARTIFICIAL INTELLIGENCE: A HUMAN–AI COLLABORATIVE APPROACH
The rapid development of artificial intelligence (AI) is transforming higher education and creating new opportunities for foreign language teaching. This article examines the potential of generative AI in teaching English irony as a complex linguistic and pragmatic phenomenon. Particular attention is given to students’ ability to identify implicit meaning, communicative intention, contextual incongruity, and evaluative attitudes expressed through ironic utterances. The study proposes a human-AI collaborative model in which the teacher remains the primary pedagogical decision-maker, while AI serves as a supportive tool for generating contexts, modelling dialogues, analysing examples, and providing preliminary feedback.
Nilufarkhan Ergashali qizi Ismoiljonova
· Zenodo (CERN European Organi... · 0 citations