Artificial intelligence is actively integrated into language teaching to enhance material production, personalise lessons and increase learner engagement. While many studies have examined the role of AI in language teaching, most focus primarily on high-resource languages, such as English. Low-resource languages like Georgian, which belongs to the Caucasian language family and lacks digital presence as well as teaching materials, remain unexplored. This article aims to investigate the practices of using AI in teaching Georgian as a foreign language while focusing on its pedagogical strengths and limitations. The study applied a quantitative approach. Through a questionnaire, this research explored the experiences, practices and attitudes of 40 Georgian language teachers regarding AI and AI-generated classroom activities. Participants reported on how, why and to what extent they use chatbots while also reflecting on the advantages and challenges they encounter. The results showed that some teachers are reluctant to use AI, revealing that it makes grammatical, spelling and structural inaccuracies, occasional hallucinations and misleading content derived from the translation of English data; however, others greatly rely on AI, noting that it personalises learning, adapts and creates new materials to match students’ needs. The study provides novel insights into the pedagogical value and restrictions of AI in teaching low-resource languages compared to high-resource languages based on the case of Georgian.

Authors:
Ketevani Lomidze, Ilia State University, Georgia

About the Presenter(s)
Ms. Ketevani Lomidze is a master's degree student in Lexicography, Terminology, and Modern Technologies at Ilia State University, Georgia, researching cross-linguistic lexicography and driven to create an English-Georgian culinary dictionary.

Connect on Linkedin
https://www.linkedin.com/in/ketevani-lomidze29/

Connect on ResearchGate
https://www.researchgate.net/profile/Ketevani-Lomidze?ev=hdr_xprf

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