METHODOLOGY FOR ORGANIZING DIFFERENTIATED INSTRUCTION BASED ON ARTIFICIAL INTELLIGENCE TOOLS IN ENGLISH LANGUAGE CLASSES

Abstract

This article examines the methodology for organizing differentiated instruction in English language classes through the use of artificial intelligence tools. The relevance of the topic is determined by the growing need to individualize learning in linguistically diverse classrooms where students differ in proficiency level, pace of learning, cognitive style, motivation, and communicative needs. Traditional one-size-fits-all teaching models often fail to address these differences in a systematic and sustainable manner, whereas artificial intelligence technologies create new opportunities for adaptive, data-informed, and learner-centered instruction. The purpose of the study is to develop and substantiate a methodological framework for the effective integration of artificial intelligence tools into differentiated English language teaching. The research is based on a qualitative and analytical approach involving the study of pedagogical theory, principles of differentiation, communicative language teaching, and the didactic potential of artificial intelligence applications in language education.