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4. 9
4TH
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MANAGEMENT
LIST OF
ARTICLES
1. Implementation of heutagogy management in remote areas for student
learning during the covid 19 pandemic
Alex Winarno, Ahmad Kultur Hia, Nurdelima Waruwu & Deni Hermana
2. Optimizing online learning process in the new normal
Iffah Budiningsih, Imelda Pujiharti & Siti Rapingah
3. School improvement specialist coach plus (SISC+) from perspectives of
assessment competencies
Noel Jimbai Balang
4. Artificial intelligence in academic writing teaching
Marina Georgievna, Petrova & Natalia Fedorovna, Mikheeva
5. Online learning readiness and its relationship with student perceived
stress during covid-19 pandemic
Noraini Omar, Salmi Lilek, Lee Hou Yew & Teng Kie Yin
6. The level of language anxiety among students studying arabic language as
a foreign language: A sample from Universiti Teknologi Mara
Muhammad Syaffiq Mohammed Raffi & Nadhirah Ishak
7. Understanding the key features of ufuture as an open and distance
learning platform for Universiti Teknologi Mara
Nawal Abdul Razak, Zazaleena Zakariah, Juhaida Ismail & Rozeleenda Abdul
Rahman
8. My self-reflexive journey from contact to remote teaching and learning:
Insights and experiences
Logamurthie Athiemoolam
9. Evaluating students’ engagement in distance learning program blended
learning activities: A case study in elementary statistics subject
Nur Asy-Syura, Saadi Ahmad Kamaruddin, Fazillah Mohmad Kamal &
Norhayati Yusof
10. A comparative analysis of management systems in Nigerian and Ukrainian
universities
Anu K. Toriola & Salami A. Lateef, Oyewola & S. Adegboyega
11. The perception, behaviours and acceptance of covid-19 vaccine among
Malay senior citizens: A qualitative study
Ismail Sualman & Suffian Hadi Ayub
12. Fostering new teaching strategies of teaching English as a foreign
language in online classrooms for undergraduates during the pandemic
Ayad Hammad Ali & Hanaa Abass Suleiman
13. Analyzing criteria used in developing descriptive essay marking rubrics
focussing on vocabulary use
Mariann Edwina a/p Mariadass, Mohd Hasrul Kamarulzaman & Belinda Marie
Balraj
14. Equity crowdfunding industry and its’ regulation in Malaysia and
Indonesia: Prospects and challenges during the covid-19 pandemic
Asmah Laili Hj. Yeon & Putri, U.T

5. 37
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SICONSEM202: 104-072
ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING TEACHING
*1
Marina Georgievna, Petrova & 2
Natalia Fedorovna, Mikheeva
Institute of Foreign Languages, Peoples’ Friendship University of Russia
Corresponding authors: mikheeva_grant@mail.ru, petrova-mg@rudn.ru
ABSTRACT
Purpose – The article aimed the scientific and theoretical justification, development, and
testing a method for teaching graduate students academic writing using the author’s
model of chatbots, which involve training a self-learning AI software for teaching a foreign
language.
Methodology – To create a methodology for teaching academic writing using chatbots,
we selected, reviewed, and interpreted didactic and methodological principles of
teaching. During experimental training, the following research methods were used: study
and analysis of theoretical studies on AI using in education, FLT methods, IT, cognitive
science; study and generalization of the experience in teaching a foreign language
in Russia and abroad using AI; interviews and surveys of teachers and PhD students
according to the developed method using chatbots; conducting an experimental learning
and the final test; presentation and verification of the developed model’s effectiveness by
processing the obtained data; the technology of the SWOT-model for the development
of the teaching method strategy.
Findings – The article described the actions’ algorithm of two educational chatbots, which
were created for Ph.D. students by a group of experts. The chatbot Professor_EDU helps
Ph.D. students learn to use academic English for particular purposes. It helps to improve
grammar and expand professional vocabulary. MG_Bot helps to resolve technical issues.
Each of chatbots has individual personality traits, reacts emotionally under the situation
using aphorisms in Latin.
Significance – The findings of the study showed that interacting with PhD students
chatbots can quickly adapt to the specifics of Academic English and assist to practice
professional skills of the 21st century.
Keywords: Academic writing (AW), artificial intelligence (AI), educational chatbots,
foreign language teaching (FLT), multiprofile TV studio.
INTRODUCTION
The first paragraph text begins with no indent. The first paragraph text begins with no
indent. In the context of the fourth industrial revolution development, in the process of
modernizing Russian higher education, the use of AI technologies in Academic Writing
(AW) teaching is one of the essential elements of the educational process. Technology is
opening up many new possibilities for language learning, and Artificial intelligence has an
enormous potential (Fryer & Carpenter, 2006). AI technologies, known as ‘new electricity,’
are used in all the fields: eCommerce, FinTech, medicine, electric power, automotive
industries. Education technology is no exception. Learning process digitalization is not
limited to technical support; it starts to pretend to the linguodidactic level of the teaching.
Virtual interaction expands the base of informative communication, makes the language
immersion and language culture more interesting. Thanks to the unified information
intellectual, educational environment, interested persons in obtaining knowledge
already interact virtually, stimulating the development of electronic, distance, and mobile
education (Chernyshkova, 2018). Digital technology adoption into the learning process
04

6. 38
helps teachers and students to reach the best results in acquiring knowledge. Now
Natural Language Processing (NLP), Machine Learning (ML), deep neural networks allow
using the tablet or mobile for communication with the program. There is no doubt AI will
significantly change the language learning process in the future with the use of chatbots.
According to Oxford Dictionaries, a chatbot is “a computer program that can hold a
conversation with a person, usually over the Internet” (Oxford dictionary, 2020). A virtual
assistant is a program that imitates human speech. With the Chatbot, students can chat in
English every day at any time convenient for them, and it will not judge them for mistakes
as strictly as a teacher. Students’ assistant in learning English is always and everywhere
with them.
Chatbots have come a long way from useless dummies to intelligent assistants that can
trick you into thinking you are communicating with a real person. With chatbots getting
smarter, people have started using them in learning foreign languages. They engage in a
dialog with an AI bot and learn through the process of communication. Chatbots provide
customized answers in response to your messages and can even grade your performance
or give tips on what you need to improve (Intellias Intelligent Software Engineering, 2019).
Because of a comparative analysis of computer language programs, nine educational
chatbots’ advantages and disadvantages were identified.
ALICE, one of the oldest chatbots, specially designed as an assistant to English learners,
can choose various characters for communication. Besides, it gives quick answers with a
bit of humor. Moreover, it has the ability to learn and refine the dialogue.
Quite a friendly chatbot MITSUKI is easy to speak Japanese because it clarifies,
understands abbreviation, has logical dialogues, its language of communication is very
similar to humans. This version uses flash and without it.
SPLOTCHY, a fun chatbot, was created for the purpose of having fun. It has got funny
answers, a high speed of responses, and it uses slang.
CLEVERBOT, created by the British, has got its application and the ability to connect the
chat to the Facebook messenger and talk through a microphone. Its answers are realistic
and with a sense of humor.
EXISTOR presents a site that specializes in creating bots and offers the opportunity to
create your own. With a convenient and modern interface, the bot has several characters
and a set of emotions.
A modern chatbot, ELBOT, which is quite interesting to communicate with, has fun
answers and animation, long sentences, logical dialogues, and an app for android and
ios.
The bot iGod, simulating communication on behalf of God, has cheerful messages and
quite logical dialogues.
MONDLY is a language-learning program that has two versions for the browser and a
mobile app. The users can get several answers voiced by a male or female voice; it helps
to learn the correct pronunciation. Users can choose the answer, say their own, type it in
the dialog box. The chatbot can clarify the answers in American or British English.
ANDY, an app designed specifically for speaking practice in English, suggests linguistic
games, learning grammar rules from “beginner” to “advanced,” lexical resource
upbuilding, explanation of mistakes and new words, examples of new lexical units using,
grammar tests.
For creating new chatbots, assistants in Academic Writing, the main attention was paid
to the disadvantages of the existing bots. These are: outdated and boring interface that

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works via the flash player, payment of the characters for communication, no contact via
mic, technical problems with sound, repeating answers, strange and illogical answers
from troll users, the algorithm of interaction between user and support chatbot (teacher).
As we see, chatbots based on dialogue management and developed with AI, TTS
technology, and computer animation can engage the learner in computer-simulated
human-human conversations (Sha, 2009). It is possible when chatbot meets the
requirements of the language program.
It is no secret that at the third stage of higher education, post-graduate students should
publish their research results in scientific journals indexed in Web of Science or Scopus.
English-language publications have become a quantitative and qualitative indicator of
scientific research (Alenkina, 2018; Jamali, & Krish, 2021). Postgraduate students must
think methodically and innovatively, including the ability to competently and reasonably
express their ideas in English (Popova & Biricheva, 2017). Many questions arise. How
to write a scientific article using academic English? How to choose a scientific journal
according to your strategy? How to write a cover letter to the scientific journal? Where
can a post-graduate student find a dictionary with professional terms?
As a result of an in-depth analysis of existing language chatbots, the author’s model of
virtual assistants for PhD. students was developed. The Institute of Foreign Languages
(RUDN University) began to use neural network capabilities and AI in AW teaching post-
graduate students. AI is integrated into the learning process. Thanks to using it, the
needs of each PhD. student can be taken into consideration. Therefore, educators collect
data about learners, their abilities, interests, projects, problems, and scientific researches.
The specialists consider this data when creating chatbots.
METHODS
The research focuses on higher education students’ attitudes towards chatbots using in
Academic Writing.
The purpose of the study is the scientific and theoretical justification, development, and
testing of methods for teaching graduate students in academic writing using chatbots.
To achieve the educational goal is advisable to rely on the following methodological
approaches: personality-activity, cognitive, and competence. To create a methodology
for AW teaching using chatbots, we selected, reviewed, and interpreted didactic and
methodological principles of teaching.
Thepersonal-activityapproachallowedfortheuseofchatbotsinteachingacademicwriting
to use a unique organization of educational activity, which involves the interconnection of
personal and activity components. It means the formation of academic skills in the process
of fulfilling the practical tasks that it faces. From the position of the activity approach, the
structure and specifics of the chatbots’ operating procedures are analyzed.
The cognitive approach made it possible to justify the chatbots inclusion in the content
of the developed methodology. This approach determined the need to take cognitive
processes among post-graduate students, which resulted in the formation of a “concept
of multilevel discourse, their mental clot, maximally curtailed deep semantic structure”
(Krasnykh, 2003).
During experimental training, the following research methods were used:
• Theoretical: study and analysis of theoretical studies on AI using in education,
methods of teaching foreign languages, information technology, cognitive science;
analysis of curricula of the Federal State Educational Standard of Higher Professional
Education;
• empirical: study and generalization of the experience in teaching a foreign language
in Russia and abroad using AI; interviews and surveys of teachers; interviews and
surveys of post-graduate students according to the developed method using

8. 40
chatbots; conducting an experimental learning and the final test;
• statistical: presentation and verification of the developed model’s effectiveness by
processing the obtained data;
• the technology of the SWOT-model for the development of the teaching method
strategy.
Two hundred young respondents took part in computer-assisted web interviewing about
writing the research paper. These were Ph.D. students from 4 Russian higher education
institutions: Peoples’ Friendship University of Russia, Lomonosov Moscow State University,
Moscow State Linguistic University, North-Eastern Federal University. The survey showed
that only 14 percent of Ph.D. students could write researches in academic English and
publish them in international scientific journals.
One of the most common methods for evaluating the complexity of internal and external
factors affecting the development of a company is the SWOT analysis.
For a more detailed analysis of the use of chatbot in the methodology of teaching a
foreign language, we present a SWOT analysis in four categories: strengths, weaknesses,
opportunities, and threats.
Strengths:
• helps the teacher to improve the effectiveness of the educational process;
• contributes to the modernization of the educational process, the intensification of
independent work of graduate students and increase their cognitive activity;
• allows the teachers to implement a personal-activity and differentiated approach to
learning;
• develops students’ motivation;
• helps to create real situations of communication, remove psychological barriers,
and increase interest in the subject.
The advantage of using AI technologies is the transfer of the center of gravity from verbal
teaching methods to the methods of search and creative activity of the teacher and the
student. Consequently, the role of the teacher in the educational process is also changing.
Disadvantages:
• Chatbot creating with AI elements requires significant financial expenses. A teacher
can fill a chatbot with language content, but only developers can complete a
component technical specification.
• University teachers are not always able to solve the problem of leveling the foreign
language training of students and bringing it to the level necessary to write a paper
in the top-rated journal. Teachers of a foreign language have to direct their efforts
to optimize the learning process, finding new ways to organize their professional
activities, and using the most effective teaching methods and techniques.
Opportunities:
• helps to change the educational process, giving it a problem-searching orientation;
• allows you to move from reproductive forms of an educational activity to
independent, creative types of work;
• shifts emphasis to the formation of students’ communicative culture and the
development of skills to work with various kinds of information and its sources;
• gives the teacher great opportunities to control and adjust the educational process;
• it makes it possible to organize a new educational environment, which, on the one
hand, is provided with previously inaccessible materials and authentic texts, and on
the other - helps to establish a fruitful interaction of all subjects of the educational
process.
Threats:
• Misunderstanding of sarcasm. The chatbot can’t read through the lines. Scientists
are working tirelessly to improve artificial intelligence, trying to humanize computer
programs, but at the moment, their capabilities regarding this aspect leave much to
be desired.

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• Bad improvisation. The chatbot works well as long as the conversation does not go
beyond the programmed algorithm. However, the expert group cannot predict the
number of possible scenarios. The chatbot learns both good and bad from users,
so the teacher needs to keep track of the conversations all the time.
Despite the real disadvantages, chatbots have some undeniable advantages over
traditional forms of building the educational process: communication orientation,
visualization of educational information, the ability to store a large amount of data,
automation of verification processes, easy access to resources, the ability to change and
replenish the content continually.
RESULTS
The first paragraph text begins with no indent. Chatbot operating procedures. Thus, for
the telegram messenger, it was decided to develop and implement two chatbots in the
educational process that accompany post-graduate students when writing a scientific
article in English.
Because of the work of an expert group consisting of two developers, two teachers, and
six graduate students, chatbot #1 has the following functions:
• informing Ph.D. students about the requirements for writing a scientific article in
English in a peer-reviewed high-rating journal;
• familiarity with professional terminology for the following areas: “Education
and pedagogical Sciences,” “Linguistics and literature studies,” “Psychological
Sciences»;
• training in professional terms using;
• practice in writing a “Cover letter” to the editor of a scientific journal.
We used the technologies of fundamental natural language processing (NLP) for Chatbot
No.1. These are:
• segmentation (splitting into sentences)
• lemmatization
• highlight keywords and named entities
Besides, the specialists developed technologies for creating regular grammars such as
“input pattern - reaction pattern” (AIML):
• regular expressions
• variables/arrays for remembering the context
• conditions, loops, recursions, etc.
For bot No.2, the expert group used machine learning technologies, first of all, deep
neural networks. As a result of the in-depth analysis of existing chatbots and brainstorming
sessions, an expert group of teachers and Ph.D. students (20 members) created a system
for classifying intentions using a basic NLP and a neural network based on a normalized
exponential function. Natural language is a natural and intuitive way of communicating
information because we use it as well for human-human teaching [Winter & et al, 2019].
Demonstration of chatbots’ prototype provides
• reception of requests from the user;
• integration with existing billing systems;
• providing graduate students with universal access to information – from any
personal computer or mobile device (smartphone) connected to the Internet;
• putting the System into operation.
The structure of the chatbot named Professor_EDU (Figure 1) includes five subsystems:
“Cover letter,” “Glossary,” “Choice of a Journal,” “Assessment and testing,” “Contact
the teacher.” teacher.”

10. 42
Figure 1
Chatbot No1 Professor_EDU.
Figure 2 shows the chatbot in all subsystems. The subsystem “Journal Choice” teaches
post-graduate students the requirements of scientific journals included in scientometric
databases such as the Russian Science Citation Index (RSCI), Higher Attestation
Commission (HAC), Web of Science and Scopus.
Figure 2
The structure of ChatBot for PhD Students.
In the subsystem “Assessment and Testing,” post-graduate students work out their
knowledge according to the control and measuring materials. The Glossary subsystem

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includes professional terms in English in three areas of post-graduate studies at the
Institute of Foreign Languages of the RUDN University: Linguistics and Literary Studies,
Education and Pedagogical Sciences, and Psychological Sciences. Each glossary includes
more than a thousand lexical units. It is worth mentioning that all the Ph.D. students from
the Institute of foreign languages (RUDN University) took part in the Glossaries making.
In the subsystem “Cover Letter», chatbot provides to the Ph.D. students the following
headings: Cover Letter Template for Journal Submissions; Letters 1-3; Samples 1-3; Links.
In the Subsystem “Assessment & Testing,” Ph.D. students can test their knowledge using
tests: “Cover letter,” “Abstract,” “How to write a research paper?”, “My first research
paper” (Figure 3). At the end of the test, chatbot #1 directs the Ph.D. student to the
support chatbot. MG-Bot checks the test, shows the rating, and writes recommendations
to the student. the student.
Figure 3
Subsystem “Assessment & Testing”.
(a) (b)
The chatbot Professor_EDU helps Ph.D. students learn to use academic English for
particular purposes. It helps to improve grammar and skills in research paper writing
and expand professional vocabulary. The chatbot of Support, MG_Bot, helps to resolve
technical issues, cooperates with each Ph.D. student personalized 24/7. Each of chatbots
has individual personality traits, reacts emotionally under the situation using aphorisms
in Latin.
TV content for Chatbot No2. A teacher uses AI technology because “it can offer tools that
simulate real-life work situations while allowing students to acquire and practice essential
21st-century professional skills”. That is why we decided to create a multifunctional TV
studio for students. They create content for chatbot No2 (Figure 4).

12. 44
Figure 4
TV content for Bot.
TV studio acts in the atmosphere of support, understanding and creativity. Participants
master the skills of foreign language communication in front of the camera in a friendly
team of students and pupils. The teacher has got some roles: a tutor, a producer, a
director, a camerawoman, a screenwriter, a film editor. In the process of content creating
participants
• learn the specifics of professions related to television journalism, translation, acting,
science;
• form a conceptual apparatus in the field of audiovisual communication;
• develop and improve the practical skills of working with information;
• have a three-way interaction: communication between the teacher and the student;
communication between students and communication between students and
visitors of the video channel
An educational channel with chatbot improves interpersonal relationships between the
participants of TV studio and educators. The motto of the Peoples’ Friendship University
of Russia is: Discover the world in one university! Students of different ethnicities and
social classes can unite through a shared appreciation of creativity telecommunication
project (film, talk show, live broadcasting, music video, etc.). Multifunctional TV studio
provides a safe space for students to grow and to foster social development. 95% of
students studied English under the conditions of TV studio improved their creativity
and imagination, and 82% say it has developed their listening skills and speaking,
professional competences in the fields of Linguistics, Journalism, Pedagogy. Authorial
programs which are the part of chatbot’s content give students enjoyment of learning
and inspire them to self-enhancement. The use of a multi-profile television Studio with
Internet communication in the method of teaching a foreign language motivates students
to self-study, search and access to the international level (Mikheeva & et al, 2018).
Thus, chatbots Professor_EDU and MG_Bot act as a high-tech addition to the Academic
English course, providing adaptive and personalized training and task verification in real-
time mode. Ph.D. students of the Institute of foreign languages (RUDN University) use
these chatbots intending to improve Academic English and skills in researches writing.
Thanks to this programme most of them developed their professional competences and
could publish their investigations in scientific journals, which indexed in Web of Science
and Scopus

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CONCLUSION
Being a budding field of applied linguistics, AI technology allows students to acquire and
practice the necessary professional skills of the 21st century. It is a field that desperately
needs language teachers to get involved if chatbots are to become the invaluable tool
they have the potential to be (Fryer & Carpenter, 2006). AI implementation in online
English language learning has already proved its effectiveness. Convenience and
flexibility in the use of digital technologies draw the teachers in the capability of the
language immersion. Digital technologies change the education pattern; AI adapts and
personalizes the learning process. The teacher can reach it in the traditional lesson very
seldom. The system of the student’s progress digital assessment by AI allows the teacher
to correct the teaching course with dispatch.
Moreover, AI allows estimating the students’ knowledge level and selecting an appropriate
teaching format initially. The teaching process with the use of AI is more exciting and
productive. Instead of dull writing words and phrases, the students learn in an interactive
format. Teaching with AI supposes a continual change of pace. It does not give to distract
attention to the lesson and helps to focus on the teaching. The algorithm considers many
factors: basic knowledge level, previous experience, the quality of information perception,
the level of course content acquiring. This algorithm allows adopting the content for
the concrete student. According to these statistics, the teaching format is selected. The
student will be able to resolve creative tasks and a typical program.
AI in the English teaching process allows you fully or partially automating and making
full-fledged analytics of all the processes – from selecting a teacher to a specific task,
checking homework, as well as training. If the student cannot complete correctly at the
first try, the exercises are automatically given for repetition and task revision. Thanks
to AI introduction, a clear structure is observed in the classes. There is also the ability
to track student’s progress at all levels. Not only the student himself/herself, but the
teacher and the student’s curator can view statistics and help the student achieve better
results. For example, the students develop vocabulary and grammar skills using practical,
interactive tasks: vocabulary: collect a word in pieces, write the correct option, or choose
the option you want. In contrast, all words are accompanied by a picture, voice acting,
and translation.
Working with AI is also very useful for educating teachers because you can track why
the program changes the curriculum, what factors take into account, and what progress
the student has as a result. Or, for example, the selection of participants for teamwork.
If the teacher can succumb to some emotional influence - we are all humans - and as a
result, neglect to something, underestimate or overestimate the level of knowledge and
capabilities of participants. Then AI will do it impartially and following the knowledge
level of participants, their abilities, and interests.
However, it is impossible to robotize the educational process entirely for several
reasons. The point is that in the educational process, the teacher plays not only the role
of an information carrier but also a mentor, to whom students always have a sense of
responsibility. And it’s more accessible for a person to work out the correct reactions to
different life situations than a machine that will choose the right action not intuitively, but
by analyzing thousands of possible options. It is a scientific paradox: We strive to make a
machine out of a man, and a man out of a machine.
Therefore, people should consider AI as a useful assistant to the teacher, who does high-
quality analytics and personification of the educational process. Secondly, we must not
forget that AI is well-trained, but it can learn both good and bad, so it is necessary to
limit the scope of its influence on students strictly. Moreover, if you do not control the
educational process, the question arises of who will be responsible for the mistakes of
AI, which can harm not only the assimilation of the curriculum but the purely human
qualities of the student. Finally, the teacher forms the personality, attitude to any things
and events, and has a significant influence on our worldview.

14. 46
The practice showed that the Chatbots for Ph.D. students can facilitate the delivery of
multi-modal content as well as offering the potential to register user interaction, provide
feedback and track progress. Thus, becoming a part of the ecosystem of foreign language
learning, the chatbot as a product of artificial intelligence:
• helps track individual progress of each student; creates an “innovative individual
trajectory of a foreign language teacher” (Karsenti & Kozarenko, 2019);
• adapts the educational process to the individual learning speed of the student and
offers tasks of increasing complexity;
• makes the learning process more efficient; increases engagement through
gamification (Artificial Intelligence in Education: Seven Applications, 2020);
• contributes to the development of professional competencies.
The use of chatbots in foreign language teaching methods contributes to the creation of
an educational environment that meets modern requirements for graduates of specialized
universities. The ability to navigate in the modern information flow and work with new
technologies during training contributes to the rapid adaptation of the employee to
professional activities in the future.
It should be emphasized that the chatbots implementing into the educational process
does not exclude traditional teaching methods, but is harmoniously combined with them
at all stages of training: familiarization, training, application, control.
The use of AI technologies allows us to modernize and differentiate the learning process
taking into account the individual characteristics of each student, thereby increasing
its effectiveness, as well as encouraging students to further independent study of a
foreign language. The use of information educational technologies has long been not a
tribute to fashion. Still, a necessity aimed not only at training a professional researcher
and developing information competence but also at developing universal and general
professional competencies (Byyanova & et al, 2017).
ACKNOWLEDGEMENT
This paper has been supported by the RUDN University Strategic Academic Leadership
Program.
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15. 47
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SOCIAL
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MANAGEMENT
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