1 Introduction

Discussed the impact of information technology, especially artificial intelligence, on the formulation of foreign language education policies. With the advent of the digital age, education policies are constantly adjusted to adapt to technological development, such as the release of documents such as the Qingdao Declaration, the Beijing Consensus on Artificial Intelligence and Education, and the Shanghai Initiative for Digital Education Cooperation. China has made significant progress in the digitization of education, such as the establishment of the National Smart Education Public Service Platform. The application of artificial intelligence technology in foreign language education, such as MOOCs and virtual simulation experiments, is changing the teaching methods of teachers and the learning styles of students. However, this also brings challenges, including the improvement of teachers' digital literacy, the possible limitation of teachers' innovation ability due to the reliance on artificial intelligence technology, and the ethical and legal issues that need to be addressed in the application of artificial intelligence technology in textbooks and learning resources. The article aims to explore the necessity, methods, and challenges of integrating artificial intelligence with foreign language education, providing reference for formulating foreign language education policies.

2 Research Review

The current research status of the integration of artificial intelligence and foreign language education was discussed, and it was pointed out that existing literature mainly focuses on the meso level of language teaching. Domestic scholars have proposed the need to strengthen top-level design, establish an intelligent foreign language education system, and improve regulatory mechanisms. At the meso level, reforming the evaluation system, establishing review standards, and strengthening the construction of the teaching staff are key. Artificial intelligence technologies such as machine learning and natural language processing have been widely applied in classroom teaching, enhancing the comprehensive abilities of language learners. The rise of generative AI and big language models has provided new ways of interaction and practice for foreign language classrooms. The application of AI technology in foreign language education includes automatic speech recognition, machine translation, grammar checking, etc., which helps to enhance learners' language abilities. Meanwhile, AI driven autonomous language learning software such as Duolingo offers personalized learning courses. The big language model and AIGC have shown potential in foreign language teaching, but they also have limitations such as hallucinations and moral biases. The education sector holds a cautious attitude towards the big language model and needs to further strengthen research. Internationally, countries such as the United States and Singapore have emphasized the importance of AI in their education policies, while the European Union and Australia place greater emphasis on empowering teachers to use AI technology. International organizations such as UNESCO and ITU have proposed recommendations for the use of AIGC in language teaching, focusing on issues of educational equity and cultural diversity. Overall, the impact of artificial intelligence technology on foreign language education should be considered from a macro policy perspective.

Three integrations of artificial intelligence and foreign language education

Artificial intelligence, as the core driving force of education reform in the 21st century, has received global attention, and countries have introduced policy norms to promote its integration in the field of education. Under the guidance of the 20th National Congress of the Communist Party of China and General Secretary Xi Jinping's speech, China emphasizes the importance of innovation in foreign language education, promotes the reform of education models, and builds a knowledge system for foreign language subjects. The digital transformation has promoted the integration of artificial intelligence and foreign language education at different levels, including the integration of science and education, the integration of industry and education, and the cultivation of top-notch talents. The goal of foreign language education is to cultivate high-quality talents with international perspectives and professional abilities. Through the talent cultivation model of "foreign language+artificial intelligence", such as the undergraduate experimental class of English and language intelligence, it meets the needs of the country in emerging and interdisciplinary fields. The construction of China's independent foreign language knowledge system emphasizes the innovative development and international expression of excellent traditional Chinese culture. The systems developed by domestic intelligent companies and universities showcase Chinese characteristics in terms of value orientation and discourse expression. Teachers who integrate science and education apply technology to the process of educating students, such as the virtual simulation experiment teaching of global climate governance at Beijing Foreign Studies University, which provides a practical platform through virtual simulation technology to enhance students' international communication skills and cross-cultural communication abilities, while serving national strategies and cultivating top talents in international organizations.

4 Suggestions for Countermeasures

In the context of the construction of new liberal arts, the integration of foreign language education and artificial intelligence technology is both an opportunity and a challenge for the reform of foreign language education. Beijing Foreign Studies University has optimized the layout of foreign language majors, strengthened the construction of language majors, and added interdisciplinary undergraduate majors to meet social needs and national strategic needs. At the same time, enhancing teachers' digital literacy, conducting intelligent education literacy training for teachers through intelligent platforms, and strengthening teachers' digital teaching evaluation capabilities. In addition, reforming the design of teaching scenarios and utilizing virtual simulation technology to construct ideological and political classrooms can improve the quality of cultivating top talents in foreign affairs. These measures will help break through the bottleneck of foreign language discipline development and enhance the high-quality training of foreign language talents.

5 Conclusion

The digitization of foreign language education is a requirement of the times and subject development, which requires rapid response to challenges and the use of artificial intelligence technology. The foreign language discipline should take artificial intelligence as the research object, deeply understand its social impact, rationally evaluate the relationship between technology and human emotions and moral values, and contribute to the healthy development of artificial intelligence.