Keywords
Abstract
Digital transformation and Artificial Intelligence (AI) are reshaping pedagogical practice across higher education globally. In English language pedagogy, AI offers novel affordances—adaptive instruction, automated assessment, and conversational practice—that can improve learner outcomes, increase access, and support teacher decision-making. This paper investigates the opportunities, constraints, and strategic requirements for integrating AI into English language teaching (ELT) in Uzbekistan’s higher education sector. Drawing on a mixed-methods case study design (surveys of students and instructors, semi-structured interviews, classroom observations, and a 12-week pilot of AI-supported modules in three universities), the study examines (1) current patterns of adoption, (2) impacts on learner engagement and linguistic performance, (3) teacher readiness and professional development needs, and (4) institutional and policy implications for sustainable implementation. Findings indicate that AI-enhanced tools (adaptive practice platforms, automated writing evaluation, and conversational agents) improve learner autonomy, provide timely formative feedback, and yield measurable gains in targeted language skills. Persistent barriers include uneven infrastructure, limited localized content, insufficient teacher training, and ethical concerns regarding data privacy and academic integrity. The paper concludes by proposing a contextualized implementation framework for Uzbek higher education that aligns infrastructure investment, capacity building, curriculum redesign, and governance to harness AI for equitable and pedagogically sound ELT.
References
1. Kannan, V., & Atwell, E. (2019). Chatbots for language learning: A systematic review. ReCALL Journal, 31(1), 24–41.
2. Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Educational Research Review, 33, 1–12.
3. Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
4. Rahimi, M., & Zhang, L. (2021). AI-driven feedback and EFL writing improvement. TESOL Quarterly, 55(2), 450–475.
5. Shermis, M. D., & Burstein, J. (2013). Automated essay scoring: Cross-disciplinary perspectives. Routledge.
6. UNESCO. (2023). Artificial Intelligence and Education: Policy Guidance for the Digital Era. UNESCO Publishing.
7. Unwin, T. (2018). Digital technologies and learning in lower-income countries: Issues and prospects. Oxford University Press.
8. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
9. Woolf, B. P. (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
10. Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. (2023). Digital Education Strategy 2030.