AI as cognitive scaffolding in bilingual education: impact on linguistic and literary communication of non-philological students
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.03.6Keywords:
foreign language education, cognitive support for learning, text interpretation, argumentative speech.Abstract
The aim of the article was to assess the effect of guided didactic integration of AI as cognitive scaffolding and to elucidate the mechanism of this effect. An experiment was conducted in a pre-test/post-test design with control groups (CG): total N=132; 16 weeks; total experimental group (EG) = 66, CG = 66). The EG used pedagogically regulated use of ChatGPT, AI-assisted reading, Google Translate and Grammarly. The results showed the superiority of the EG over the CG in all components. Reading of professional texts increased in the EG to 82–85% (from 65–69%), while in the CG – to 66–72%. TTR increased in the EG to 0.51–0.54 (from 0.37–0.46), in the CG – to 0.40–0.47. In the written task, the EG demonstrated the greatest increase in the criteria of interpretation (psychology: 3.0→4.3) and logic of argumentation (3.1→4.1; 3.3→4.2), while grammatical accuracy increased more moderately (EG: approximately 59–66%→74–80%). Correlation analysis confirmed a mediated mechanism: gains in linguistic resources were associated with higher-order outcomes, including TTR×interpretation (r=0.58–0.73) and reading×argumentation (r=0.61–0.72) (p<0.05–0.01). The research prospects include comparing the guided and autonomous use of AI tools and testing the long-term effects of their integration into English language learning. Overall, the findings suggest that AI-based cognitive scaffolding strengthens linguistic resources (reading and lexical diversity), which in turn supports clearer logical structuring of arguments and more grounded text interpretation in bilingual non-philological students.
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Copyright (c) 2026 Volodymyr Suprun, Liudmyla Suprun, Nataliia Mazur, Viktoriia Liulka, Mariana Klym
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