THE INTEGRATION OF ARTIFICIAL INTELLIGENCE MATERIALS IN ENGLISH LANGUAGE TEACHING FOR UZBEK STUDENTS: OPPORTUNITIES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS
Abstract
The emergence of Artificial Intelligence (AI) has revolutionized language education globally. This study examines the effectiveness of AI-powered materials in teaching English as a Foreign Language (EFL) to Uzbek university students. Using a mixed-methods quasi-experimental design, the research involved 180 undergraduate students and 20 EFL teachers from universities in Tashkent and Samarkand. The experimental group utilized AI tools such as ChatGPT, Grok, ELSA Speak, Grammarly, and culturally adapted AI-generated content over a 14-week period. Results demonstrated statistically significant improvements in writing (32% increase), speaking fluency (37%), and vocabulary acquisition (45%) compared to the control group. Qualitative data revealed heightened student motivation and autonomy, yet highlighted challenges including the digital divide, teacher preparedness, and risks of over-reliance on AI. The study proposes a balanced AI-integrated pedagogical framework suitable for the Uzbek higher education context. Findings contribute to the growing body of research on AI in EFL and offer practical recommendations for policymakers and educators in Uzbekistan.
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