This article examines the future perspectives of artificial intelligence in English language pedagogy with specific reference to Uzbekistan’s educational context. It explores how AI-based technologies can support national reforms aimed at improving English proficiency, learner autonomy, and CEFR-aligned assessment. The study analyzes current applications of artificial intelligence in English language teaching, including personalized learning systems, automated feedback tools, and AI-supported assessment practices. Using a qualitative, literature-based methodology, the article discusses pedagogical opportunities, challenges, and ethical considerations related to AI integration in Uzbek classrooms. The findings suggest that artificial intelligence can enhance the effectiveness and accessibility of English language education if implemented strategically and supported by teacher training, infrastructure development, and clear regulatory frameworks. The study concludes that AI should be viewed as a complementary pedagogical tool that strengthens, rather than replaces, the role of the English language teacher in Uzbekistan.
| Mualliflar | Rahmatqul qizi Nargiza |
|---|---|
| Jurnal | Ўзбекистон олимларининг илмий-амалий тадқиқотлари |
| Nashr sanasi | 2026-03-27 |
| Til | en |
| DOI | 10.5281/zenodo.21664152 |
DOI: 10.5281/zenodo.21664152 · Maqolaning asl sahifasi
This article examines the future perspectives of artificial intelligence in English language pedagogy with specific reference to Uzbekistan’s educational context. It explores how AI-based technologies can support…
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