This paper investigates the integration of generative artificial intelligence platforms, specifically ChatGPT, within the pedagogical architecture of Phenomenon-Based Learning (PhenoBL) in English as a Foreign Language (EFL) higher education. While PhenoBL offers an excellent framework for interdisciplinary inquiry and authentic language practice, it demands significant cognitive scaffolding and real-time content customization. This study presents a controlled experiment at the Samarkand State Institute of Foreign Languages evaluating how generative AI can serve as a dynamic scaffolding partner for students exploring complex real-world phenomena. Quantitative and qualitative metrics demonstrate substantial growth in vocabulary acquisition, structural complexity, and autonomous research capabilities among the experimental group using AI-assisted PhenoBL.
| Mualliflar | Khilola Hakberdiyevna, Khusanova |
|---|---|
| Jurnal | Science time |
| Nashr sanasi | 2026-06-18 |
| Jild | 4 |
| Son | 6/2 |
| Betlar | 197-202 |
| Til | Ingliz |
| DOI | 10.66345/stj.6832 |
DOI: 10.66345/stj.6832 · Maqolaning asl sahifasi
generative artificial intelligence, ChatGPT, phenomenon-based learning, language education, educational technology, interdisciplinary integration, scaffolding
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