Studies focusing on the integration of generative AI, particularly tools such as ChatGPT and Gemini, confirm that students achieve the best results when AI acts as a partner supporting their critical thinking and autonomy, rather than as a means of circumventing the learning process itself.
Research tested directly on students of technical fields
The main goal of the Department of Languages is to ensure that teaching reflects the needs of students as much as possible. All activities were first tested with volunteers from technical fields across CTU. More than 200 students who are learning English or Spanish at CEFR A1-B2 levels as part of their studies participated in the individual studies.
"The rapid introduction of artificial intelligence into education has raised concerns among many that students will become mere passive recipients of information. Our goal is to design activities in such a way that students always play an active role. Our research focuses on ways to increase student autonomy, strengthen critical thinking, and develop AI digital skills for language education," says Alice Lukešová, co-author of the research, who works at the Department of Languages at CTU's Faculty of Electrical Engineering.
The research is not limited to data analysis, but directly influences the form of teaching at FEE CTU. The Department of Languages team is developing teaching strategies that shift the role of artificial intelligence from mere error correction to a deeper understanding of language. In practice, AI-supported self-review of texts based on working with hints, targeted work with authentic materials such as short videos or series excerpts selected using AI according to the grammar being practised, or the development of language self-reflection and argumentation instead of mere drilling and correctness have proven successful.
An example of the practical use of AI in teaching is working with authentic audiovisual materials, such as the sitcom The Big Bang Theory. Based on student feedback, a short clip was selected with the help of AI in which the grammatical phenomenon being taught – verb combinations with the infinitive and gerund – occurs naturally. "AI helped me identify possible passages, but the key pedagogical decision always remains with the teacher," says Petra Juna Jennings, head of the Department of Languages at the Faculty of Electrical Engineering, Czech Technical University in Prague. The selected section became the basis for a teaching sequence that combined listening comprehension, working with dialogue transcription, and subsequent targeted grammar practice in context.
AI as a mediator, not a substitute for teachers
One of the main findings of the research is the fundamental difference between how students use AI during the task itself and what they actually take away from the lesson. The interaction with the chatbot itself may give the impression that the student is simply copying ready-made answers. However, when students describe how they worked with AI, what they used from the answers and what they rejected, we see the real benefits: their independence, critical thinking and language skills are developing. "At first glance, technology may seem like a shortcut. However, when students reflect on their progress, it becomes clear that they use AI as a tool to support thoughtful, active and highly effective learning," explains Petra Juna Jennings.
The research also shows that the independent use of AI without clearly defined goals and rules leads to poorer results, especially among less motivated or weaker students. In the long term, the most effective approach has proven to be a combination of teacher and AI, where the teacher determines the framework of teaching, how to work with mistakes and the expected outcomes, and artificial intelligence serves as a support tool rather than an authority.
Teachers are looking for ways to use AI meaningfully and safely
The research activities of the Department of Languages have a significant impact beyond the faculty itself. Their results are presented at international conferences and universities and published in prestigious scientific journals focused on language pedagogy and educational technology. Some of these journals belong to the highest quality categories (Q1), which confirms the professional relevance and international reach of the research.
In addition, the Department of Languages at CTU's Faculty of Electrical Engineering has been organising methodological seminars for primary and secondary school teachers for many years. Interest in these seminars has been growing in recent years, reflecting the need for teachers to acquire practical and proven methods of working with AI in the classroom. The research findings show that language departments at technical universities can play a key role as innovation and methodological hubs in the era of artificial intelligence. They link language education with the development of digital competences, support internationalisation and strengthen the professional and e readiness of graduates.
Publications on AI in teaching in peer-reviewed scientific journals
Beyond the interface: Supporting beginner-level CEFR mediation and learner autonomy with ChatGPT
From Grammar to Strategy: Two Perspectives on Language Education and AI from FLEAT 8 - The FLTMAG
Photo credits: Petr Neugebauer/FEL ČVUT
