The rapid advancement of artificial intelligence (AI) technologies has significantly transformed modern education, creating new opportunities for foreign language teaching and learning. Among AI-powered tools, ChatGPT has attracted considerable scholarly attention due to its ability to generate human-like responses, facilitate interactive communication, and provide personalized learning experiences. In non-language higher education institutions, where the number of classroom hours allocated to foreign language instruction is often limited, ChatGPT may serve as an effective supplementary tool for developing students’ communicative competence, particularly their speaking skills. The integration of ChatGPT into English language teaching enables instructors to design authentic communicative situations, individualize learning tasks, and encourage students’ active engagement in the educational process. Furthermore, the use of AI technologies promotes learner autonomy, enhances motivation, and creates additional opportunities for continuous language practice both inside and outside the classroom. Therefore, the exploration of practical strategies for incorporating ChatGPT into English language instruction in non-language higher education institutions is essential for maximizing its pedagogical potential and improving students’ foreign language proficiency.
Recent studies have highlighted the growing role of artificial intelligence in foreign language education. Yesman I. (2024) investigates the educational potential of ChatGPT and emphasizes its ability to improve foreign language teaching through personalized learning, dialogue generation, the creation of communicative situations, and the development of students' communicative competence [1]. The author concludes that ChatGPT can become an effective educational assistant for both teachers and students when integrated into the learning process. Similarly, Zaiarna, Zhyhadlo, and Dunaievska examine English language teachers' experiences with ChatGPT in language teaching and assessment [2]. Their research focuses on the advantages of AI-assisted learning, including immediate feedback, speaking practice, vocabulary development, and individualized instruction. The authors also discuss potential challenges, such as overreliance on AI and issues related to academic integrity. Nevertheless, their findings demonstrate that ChatGPT has considerable potential for enhancing communicative competence and improving speaking skills. Kravets R. in his article “Information Technologies as a Tool for Internationalization of Foreign Language Education Content in Higher Education Institutions” (2026) emphasizes that digital tools contribute to the modernization of teaching content, support intercultural communication, and enhance the integration of global educational practices. Particular attention is paid to the pedagogical potential of information technologies in improving foreign language teaching quality and promoting students’ readiness for international academic and professional communication [3]. The conference proceedings explore the role of artificial intelligence in the sustainable development of education, science, and industry. They present research on the application of AI technologies, including generative tools such as ChatGPT, in modern educational contexts. Particular attention is given to their potential for enhancing teaching and learning processes, supporting interactive communication, and improving students’ engagement and communicative competence [4].
The analysis of the reviewed studies demonstrates the significant educational potential of ChatGPT in foreign language teaching. However, the issue of developing specific strategies for using ChatGPT to improve the speaking skills of students of arts specialties at non-language higher education institutions remains insufficiently explored and requires further investigation.
The proposed strategies are aimed at creating an interactive, student-centered learning environment that promotes the development of communicative competence and speaking proficiency.
1. Role-Play Strategy in Musical Professional Contexts
Role-play activities with ChatGPT enable music students to simulate authentic communicative situations that are directly related to their future professional practice. Such situations include conversations between musicians and conductors, performers and concert organizers, students and international teachers, or artists and festival managers. Through interactive dialogue, students practice negotiating rehearsal schedules, discussing musical interpretation, presenting repertoire, and talking about performance experiences. This strategy develops fluency, spontaneity of speech, and the ability to use professional musical terminology in English in realistic communicative contexts.
2. Personalized Speaking Practice in Music-Related Topics
ChatGPT allows for highly individualized speaking practice tailored to students’ musical specialization, instrument, or artistic interests. For example, pianists may discuss interpretation of classical works, vocalists may practice discussing technique and repertoire, while composers may explain their creative process. The personalization of topics increases learners’ emotional engagement and reduces language anxiety, which is particularly important for developing confidence in spoken English. This strategy ensures that speaking practice is meaningful, relevant, and closely connected to students’ artistic identity.
3. Expansion of Professional Musical Vocabulary through Contextual Communication
This strategy focuses on systematic development of English musical terminology within communicative contexts. ChatGPT can generate dialogues, explanations, and situational examples that include specialized vocabulary related to music theory, performance practice, genres, instruments, and musical analysis. Students learn to actively use terms such as “interpretation,” “intonation,” “timbre,” “arrangement,” or “ensemble performance” in spoken interaction. Contextual repetition of vocabulary in dialogues strengthens retention and improves the ability to use professional language fluently during oral communication.
4. Development of Pronunciation, Intonation, and Expressive Speech
For music students, oral expressiveness is particularly significant due to their artistic background. ChatGPT can generate scripts, monologues, and dialogues that students read aloud, rehearse, and perform. These texts may include descriptions of musical works, concert reviews, or personal reflections on performances. Such activities help students improve pronunciation accuracy, rhythm, stress patterns, and intonation. Additionally, combining speech with musical sensitivity enhances overall expressive competence in English oral communication.
5. Question-and-Answer Strategy for Developing Spontaneous Speech
ChatGPT can function as an interactive interviewer, generating questions about musical education, performance experience, artistic preferences, and professional aspirations. Students are required to respond spontaneously, which stimulates improvisational speaking skills similar to live communication in real professional environments such as auditions or interviews. This strategy strengthens critical thinking, coherence of speech, and the ability to structure ideas quickly in English without preparation, which is essential for real-time communication in the international music field.
6. Simulation of Professional Musical Communication Scenarios
This strategy involves creating realistic professional scenarios that reflect the international musical environment. ChatGPT can simulate situations such as participation in international competitions, communication with foreign conductors, collaboration in orchestras, applying for scholarships or grants, and presenting musical projects abroad. Students practice expressing artistic ideas, discussing repertoire, negotiating performance conditions, and presenting themselves professionally in English. Such simulation-based practice prepares students for real-life intercultural communication and enhances their readiness for international artistic collaboration.
Conclusion. The integration of ChatGPT into English language teaching for students of arts specialties offers significant opportunities for improving speaking skills and enhancing communicative competence. The strategies proposed in this study create a student-centered and interactive educational environment that promotes motivation, creativity, learner autonomy, and confidence in using English for academic and professional purposes. The implementation of these strategies allows students not only to improve their linguistic competence but also to develop professional communication skills required for successful participation in the international artistic and cultural community. Moreover, ChatGPT helps overcome psychological barriers to speaking, provides immediate feedback, and offers extensive opportunities for language practice both inside and outside the classroom. Therefore, ChatGPT should be regarded as an effective supplementary educational tool that enhances traditional teaching methods rather than replacing them. Future research may focus on empirical investigations of the effectiveness of these strategies, the development of methodological recommendations for their implementation, and the exploration of students' attitudes toward the use of artificial intelligence technologies in foreign language learning.
Список використаних джерел
1. Єсьман І. ChatGPT: новий інструмент для вдосконалення викладання іноземної мови в університеті // Інноваційна педагогіка. 2024. № 71. Т. 1. URL: https://www.innovpedagogy.od.ua/archives/2024/71/part_1/71-1_2024.pdf (дата звернення: 16.06.2026).
2. Zaiarna I., Zhyhadlo O., Dunaievska O. ChatGPT in Foreign Language Teaching and Assessment: Exploring EFL Instructors' Experience // Information Technologies and Learning Tools. URL: https://journal.iitta.gov.ua/index.php/itlt/article/view/5716 (дата звернення: 16.06.2026).
3. Кравець Р. А. Інформаційні технології як інструмент інтернаціоналізації змісту навчання іноземної мови у закладах вищої освіти // Сучасні інформаційні технології та інноваційні методики навчання в підготовці фахівців: методологія, теорія, досвід, проблеми. 2026. № 79. С. 104–113. DOI: https://doi.org/10.31652/2412-1142-2026-79-104-113
4. Штучний інтелект: сталий розвиток освіти, науки, індустрії : зб. тез доп. Міжнар. наук.-практ. конф., Харків, 11–12 груд. 2025 р. / Харків. нац. ун-т міськ. госп-ва ім. О. М. Бекетова, Нац. акад. пед. наук України, Ін-т модернізації змісту освіти, Florida State University (USA). – Харків : ХНУМГ ім. О. М. Бекетова, 2025. – 298 с
http://eprints.kname.edu.ua/74153/1/%D0%97%D0%91%D0%86%D0%A0%D0%9D%D0%98%D0%9A%20% D0%A2%D0%95%D0%97_%D0%A8%D0%A2%D0%A3%D0%A7%D0%9D._%D0%86%D0%9D%D0%A2%D0 %95%D0%9B.%2C29_12_2025.pdf
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