The study delves into the efficacy of the project method in fostering autonomous involvement among Pre-Service English Teachers engaged in Foreign Language acquisition, thereby shedding light on innovative pedagogical strategies. The study aims to develop a theoretical basis for employing the AI-enhanced project method in arranging autonomous work of the 2nd-year students at the University and determining the efficacy of technology during the educational process. The research methods used were literature review, experimental research, qualitative and quantitative research, and action research. The scientific novelty is that incorporating project-based activities using AI-based tools cultivates self-directed learning tendencies among students, empowering them to assume responsibility for their language acquisition journey. This methodology augments language competency and nurtures essential 21st-century skills, such as critical thinking, digital and problem-solving skills, and collaborative proficiencies necessary for navigating the complexities of our interconnected global landscape. The theoretical and practical significances of the research reside in its probated justification of utilizing the AI-enhanced project method activities and techniques. The results show the development of competencies in autonomous work, reflective thinking, and self-evaluation during Foreign Language learning during the spring semester. In addition, the material may be helpful for students of the speciality “Foreign language: two foreign languages” and secondary school teachers.
Zhumabekova et al. (Mon,) studied this question.
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