As any other area of human lives, current state of foreign language education has been greatly influenced by the latest developments in the modern information communication technologies. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it summarizes eight types of AI-powered tools for foreign language education and related results of the existing research, however scarce it is. Third, it discusses the frame for effective preparation of foreign language teachers in order to integrate AI-powered tools into their teaching to make it easier, less time-consuming and more effective. The author argues for reconsideration of the existing frames of requirements for CALL teachers.

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Living in the digital age means that modern information and communications technologies (ICT) have penetrated into every aspect of human lives, including education. Despite the fact that ICT are widely used in educational setting, many educators (and parents) have nevertheless remained concerned about how to adapt them into children’s education meaningfully and effectively. The use of ICT in education in general, and in preschool institutions in particular, has become an important research issue. The study focuses on evaluating multimedia CD-ROMs published in two countries with the intention to be used in pre-school institutions for the introduction of English as a foreign language to the youngest learners (children 3 – 6 years). The results point to the fact that majority of the CD ROMs offered activities which were marked as “robotic”, “glib”, “static”, and “empty” (built upon simple and usually mechanically repeated instructions), never reached beyond mechanical memorisation of English vocabulary in any entertaining way. The author calls for designing cognitively challenging materials which could support development of higher cognitive or affective functions of very young learners.

Systém praxe sa sústreďuje na viaceré zložky súvisiace s odbornou kvalifikáciou absolventa. Je to prax v kultúrnej inštitúcii, neziskovej organizácii, občianskom združení, štátnej správe, grantovej agentúre, cestovnej agentúre, či prekladateľskej firme, ktorá pracuje s klientmi rôznych kultúr a vyžaduje komunikáciu v anglickom jazyku. Všetky zložky praxe zahŕňajú pozorovanie i praktické vykonávanie príslušnej činnosti.

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