The ChatGPT use in the English language teaching process in a non-language university: theoretical aspect

The paper considers the artificial intelligence (AI) technology development problem and chatbots with artificial intelligence, their application in higher education, namely using the ChatGPT language model, which uses transformational architecture technology, mechanisms of self-attention and self-organizing attention, in teaching English to technical university students. The aim of the study is to analyze the literature on AI and chatbots, and systematize the advantages and disadvantages of the ChatGPT language model with artificial intelligence. The article considers the concept of artificial intelligence, the prospects of its development in the field of education, the negative and positive aspects of the AI introduction in the learning process. Particular attention is paid to the development and application of AI technologies in education while natural language processing, namely the emergence of neural network language model - ChatGPT. The positive and negative sides of ChatGPT language model with artificial intelligence, its features and prospects in the system of higher education are considered. The most significant achievements in the development of language models for chatbots with artificial intelligence are given as the expanded possibilities of dialogue, self-training GPT on a large volume of data, the ability to handle complex language structures, multilingualism, accuracy of facts, the possibility of application in various applications and scientific research. The positive aspects of using ChatGPT in teaching and learning foreign languages are described: an individual approach to learning through the ability to generate tasks, texts at different language levels with a certain set of lexemes, expanding the vocabulary, practicing grammar and vocabulary skills, developing speaking skills of students, instant creation of exercises for students, correcting mistakes of chatbots, etc. Negative aspects in the use of ChatGPT are identified. These include limited personalization, insufficient feedback, risk of misinterpretation of context or language barrier, limited information array of chatbots and possible errors in reasoning. It is concluded that artificial intelligence is not a competitor for teachers, but can be a valuable tool to help organize the learning process and create the necessary communication.

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