Artificial intelligence in the practice of foreign language learning among students of Russian and Serbian universities

Problem statement. The integration of artificial intelligence (AI) into national education systems is becoming increasingly prominent. The growing use of generative AI technologies and related services by students raises questions about the sustainability of traditional teaching formats. Foreign language (FL) instructors, showing heightened interest in this topic, are either seeking to incorporate new tools into the educational process or adopting a wait-and-see approach. Feedback mechanisms that allow for an assessment of how students utilize AI tools are essential for defining key directions in the next phase of educational informatization. Methodology. The study involved an online survey of 195 humanities students from Russian and Serbian universities. Results. Data analysis revealed that every second respondent actively uses AI applications and closely follows developments in the field. The main types of student engagement with AI tools in both countries include information retrieval, translation, and text composition. However, the proportions of these activities vary, likely due to national differences in teaching practices. ChatGPT emerged as the most popular application among students. It was found that every second student uses AI tools when studying their first foreign language. Only one-third of students in both countries complete written assignments without AI assistance. Teachers’ responses to AI-generated texts differ significantly between Russia and Serbia, reflecting divergent regulatory approaches to AI use in education. Students face considerable challenges when formulating prompts in a foreign language. In oral communication practice, chatbots are used far less frequently, although students recognize their potential for improving communicative skills. Conclusion. The findings offer practical recommendations for educators and invite broader reflection on the philosophical and pedagogical implications of digital transformation in education.