THE USE OF ARTIFICIAL INTELLIGENCE TOOLS IN ENGLISH LANGUAGE LEARNING

Abstract

Artificial intelligence (AI) has emerged as one of the most transformative forces in contemporary education, particularly in the field of foreign language learning. AI-powered tools such as ChatGPT, Grammarly, ELSA Speak, and Duolingo's adaptive systems offer unprecedented opportunities for personalized, interactive, and accessible language education. This study investigates the use, perceptions, and effectiveness of AI tools in English language learning among undergraduate students at Tashkent Perfect University. Adopting the IMRAD structure, the research employed a mixed-methods design with 110 participants. Quantitative data were collected through a structured questionnaire and pre-test/post-test assessments, while qualitative data were derived from interviews and reflective journals. The findings demonstrate that AI tools significantly enhance learner autonomy, provide instant feedback, and improve specific skills such as writing, pronunciation, and grammar. However, concerns were raised regarding over-reliance, ethical considerations, and the diminished role of human interaction. The study concludes that AI tools, when integrated thoughtfully and ethically, can serve as effective supplements to traditional language instruction and contribute meaningfully to the development of English language proficiency.