IMPROVING THE ACADEMIC WRITING OF FUTURE ENGLISH TEACHERS USING THE AI-POWERED GRAMMARLY PROGRAM

Abstract

This article analyzes the pedagogical possibilities of using artificial intelligence technologies, in particular the Grammarly program, in developing the academic written speech competence of future English teachers. Academic writing is one of the important competencies in the modern education system, demonstrating the ability of students to express scientific ideas logically, clearly and grammatically correctly. The Grammarly program serves to improve the quality of written speech by identifying grammatical, lexical, stylistic and punctuation errors and providing recommendations for their correction. The study highlights the effectiveness of artificial intelligence tools in the process of assessing written work, their role in developing students' independent work skills and their advantages in forming academic writing competencies. Also, methodological aspects of using the Grammarly program and mechanisms for integrating it into the educational process are considered.