DEVELOPING CRITICAL EVALUATION COMPETENCE OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS THROUGH GENERATIVE AI

Abstract

The integration of generative artificial intelligence into foreign language education is changing the ways in which teaching materials are created, adapted, and evaluated. AI-based applications can provide prospective English language teachers with a wide range of resources, including texts, exercises, lesson plans, assessment tasks, and explanations. However, the speed and convenience of AI-generated content may also encourage users to accept information without sufficient verification. This study addresses the development of critical evaluation competence among prospective English language teachers and proposes a methodological framework for using generative AI as an instrument for professional analysis rather than merely as a source of ready-made materials. The framework combines content generation, critical analysis, source verification, pedagogical evaluation, and reflection. The theoretical and methodological findings indicate that appropriately designed AI-based activities can create opportunities for developing future teachers’ ability to assess the suitability of teaching materials, and justify their professional decisions.