The integration of Artificial Intelligence (AI) into higher education has significantly enhanced pedagogicalapproaches, particularly in Teaching English as a Foreign Language (TEFL). This study examines the effectiveness,applicability, and pedagogical outcomes of AI-driven tools—such as intelligent tutoring systems, automated writingevaluation platforms, and conversational chatbots—in improving the English language proficiency of university students.Based on a mixed-methods research design, the study involved 120 undergraduate students divided into control andexperimental groups over a 16-week academic semester. The experimental group utilized AI platforms (e.g., ChatGPT,Grammarly, and AI-powered speech recognition tools) alongside traditional teaching methods, while the control groupfollowed conventional communicative language teaching approaches.Quantitative data obtained from pre- and post-intervention language proficiency assessments revealed a statisticallysignificant improvement in the experimental group, particularly in writing and speaking skills. In addition, qualitativefindings derived from structured surveys and focus group discussions indicated increased student motivation, morepersonalized learning experiences, and the availability of immediate feedback as key advantages of AI integration.At the same time, the study highlights important considerations such as ensuring fairness in algorithmic processes,maintaining a balanced use of AI tools, and safeguarding data privacy. Overall, the research supports the implementationof a blended pedagogical framework in which AI functions as a supportive and complementary resource alongside humaninstructors.
| Mualliflar | Nurzhanova , Zhainash |
|---|---|
| Jurnal | Innovation science and technologiy |
| Nashriyot | Тошкент давлат иқтисодиёт университети |
| Nashr sanasi | 2026-03-01 |
| Jild | 2 |
| Son | 3 |
| Til | Ingliz |
| Ilmiy soha | Texnika |
| DOI | 10.5281/zenodo.19201853 |
| Indeksga qo‘shilgan | 2026-08-26 |
DOI: 10.5281/zenodo.19201853 · Maqolaning asl sahifasi
Artificial Intelligence, TEFL, higher education, language proficiency, automated feedback, chatbots, personalized learning, educational technology, university students, ESL, EFL, communicative competence, AI integration, digital literacy, pedagogical innovation, intelligent tutoring systems, generative AI, student engagement, autonomous learning, language acquisition.
| APA | Nurzhanova , Zhainash (2026). AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS. Innovation science and technologiy, 2(3). https://doi.org/10.5281/zenodo.19201853 |
|---|---|
| GOST (OAK) | Nurzhanova , Zhainash AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS // Innovation science and technologiy. – 2026. – T. 2, № 3. – DOI: 10.5281/zenodo.19201853. |
| MLA | Nurzhanova , Zhainash. “AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS.” Innovation science and technologiy, 2(3), 2026. https://doi.org/10.5281/zenodo.19201853 |
| Chicago | Nurzhanova , Zhainash. “AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS.” Innovation science and technologiy, 2(3) (2026). https://doi.org/10.5281/zenodo.19201853 |
| Harvard | Nurzhanova , Zhainash (2026) ‘AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS’, Innovation science and technologiy, 2(3). https://doi.org/10.5281/zenodo.19201853 |
| BibTeX | @article{nurzhanovazhainash2026,
title = {AI FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS},
author = {Nurzhanova , Zhainash},
journal = {Innovation science and technologiy},
year = {2026},
volume = {2},
number = {3},
doi = {10.5281/zenodo.19201853},
url = {https://doi.org/10.5281/zenodo.19201853}
} |
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