Abstract
Introduction. The present study aims to evaluate whether AI-assisted, teacher-mediated materials are perceived as adequate and whether they are associated with improved learner outcomes. Despite numerous academic publications about the usage of AI tools in language education, the development of such materials through language teacher and AI collaboration remains underexplored. The motivation for the research comes from the need to examine the potential of instruction based on learning materials designed through teacher–AI collaboration for enhancing language skills performance.
Materials and methods. The research methods employed pedagogical design, a survey, experimental instruction, and descriptive statistics. The experiment was conducted during 2024-2025 and involved 37 students of tech majors in the experimental group and 37 students of the same tech majors in the control group from Togliatti State University (Russia).
Research results. A five-step scenario of teacher-AI collaboration was developed. The overwhelming majority of survey participants gave positive evaluations of learning materials developed in the English teacher–AI tandem and tailored to tech students’ communicative needs and requirements of the tech industry. The use of such materials significantly improved tech students’ language skills, including speaking, listening, and lexical-grammar skills, compared with the control group (d = 0.86; p <0.001), whereas the control group showed a decline (d = -0.65; p <0.05).
Conclusion. The current findings contribute to the studies of teacher and AI interaction based on the conscious and responsible integration of AI-based technologies in foreign language education.
Keywords
scenario for teacher–AI collaboration, learning materials, tech majors, experimental instruction, language performance
For Citation
Bazhutina, M. M. (2026). Teacher–AI Collaboration: Materials Design and Language Performance in the Context of Tech Majors. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 622–633. https://doi.org/10.32744/pse.2026.5.40
Authors
Marina M. Bazhutina (Russia, Togliatti) — Cand. Sci. (Philology), Associate Professor of the Theory and Practice of Translation Department. Togliatti State University. E-mail: kurs-veka21@yandex.ru
© Marina M. Bazhutina, 2026
The author declared no conflicts of interest
Received: 27 April 2026 | Approved: 17 July 2026 | Published: 31 October 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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