DIDACTIC POSSIBILITIES OF ARTIFICIAL INTELLIGENCE TOOLS IN DEVELOPING THE WRITING SKILLS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS

This article analyses the didactic possibilities of artificial intelligence tools in developing the writing skills of pre-service foreign language teachers. The study is based on a qualitative analytical review of recent research on generative AI, automated written corrective feedback, AI-assisted writing and teacher AI competence. The analysis shows that AI tools can support idea generation, planning, drafting, language-focused feedback, revision, editing and reflective self-assessment when they are integrated into a process-oriented writing pedagogy. At the same time, the pedagogical value of AI depends on learner agency, critical evaluation of generated output, academic integrity, data awareness and teacher mediation.