This article examines the diagnostic-reflective approach to forming linguodidactic competence of future English language teachers in an artificial intelligence environment. The study emphasizes that the professional preparation of future English language teachers should not be limited to linguistic knowledge or the mechanical use of digital tools. It should also include the ability to diagnose learners’ needs, design linguodidactically appropriate tasks, critically evaluate AI-generated materials, and reflect on pedagogical decisions. The article discusses artificial intelligence as a didactic environment that supports lesson planning, task adaptation, formative assessment, methodological analysis, and reflective professional development. Special attention is paid to the role of diagnostic activities and reflective practice in strengthening future teachers’ methodological independence, critical thinking, and professional responsibility.
The Diagnostic-Reflective Approach to Forming Linguodidactic Competence of Future English Language Teachers in An Artificial Intelligence Environment
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References
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