Human–ai collaborative language learning: developing a framework for effective interaction between language learners, teachers, and generative AI

Tolibova, Raykhonabonu

Мактабгача ва мактаб таълими · 2026-yil

Annotatsiya

The rapid development of generative artificial intelligence (GenAI) has significantly transformed the landscape of language education, creating new possibilities for interaction, personalized learning, feedback, and language practice. At the same time, the increasing integration of generative AI into language learning raises important pedagogical, ethical, and cognitive questions concerning learner autonomy, teacher roles, critical thinking, academic integrity, and the reliability of AI-generated content. This study aims to develop a conceptual framework for effective collaboration among language learners, teachers, and generative AI. A conceptual-analytical research design was employed, combining systematic analysis of recent scholarly literature, comparative analysis, thematic synthesis, and conceptual modeling. Particular attention was given to recent research on human–AI interaction in language learning, ChatGPT-supported English language education, generative AI in language classrooms, self-regulated learning, and critical thinking. The analysis indicates that generative AI can support individualized language practice, writing development, immediate feedback, idea generation, conversational simulation, and learner reflection. However, these benefits depend substantially on the pedagogical conditions under which AI is used. Uncritical dependence on AI may reduce learner agency, weaken critical engagement, and increase the risks associated with inaccurate or contextually inappropriate information. Based on the synthesis of the literature, the study proposes the Human–AI Collaborative Language Learning Framework (HACLLF), which integrates three interconnected relationships: learner–AI, teacher–AI, and learner–teacher interaction. The framework additionally incorporates critical evaluation, pedagogical mediation, reflection, assessment, and ethical monitoring. The proposed model conceptualizes generative AI not as a replacement for teachers or learners but as a supportive cognitive and pedagogical partner within a human-centered learning ecosystem. The framework provides a theoretical basis for designing responsible, interactive, and learner-centered AI-supported language education.

Maqola ma’lumotlari
MualliflarTolibova, Raykhonabonu
JurnalМактабгача ва мактаб таълими
NashriyotТошкент давлат педагогика университети
ISSN3060-4613, 3060-4613
Nashr sanasi2026-09-22
Jild4
Son9
Betlar186-190
TilIngliz
Ilmiy sohaPedagogika
DOI10.5281/zenodo.22902433
Indeksga qo‘shilgan2026-09-23

DOI: 10.5281/zenodo.22902433 · Maqolaning asl sahifasi

Kalit so‘zlar

generative artificial intelligence, human–AI collaboration, language learning, EFL, ESL, language teaching, ChatGPT, AI literacy, learner autonomy, critical thinking, teacher–AI collaboration, digital pedagogy

Ilmiy soha

Pedagogika

Iqtibos keltirish

APATolibova, Raykhonabonu (2026). HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI. Мактабгача ва мактаб таълими, 4(9), 186-190. https://doi.org/10.5281/zenodo.22902433
GOST (OAK)Tolibova, Raykhonabonu HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI // Мактабгача ва мактаб таълими. – 2026. – T. 4, № 9. – P. 186-190. – DOI: 10.5281/zenodo.22902433.
MLATolibova, Raykhonabonu. “HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI.” Мактабгача ва мактаб таълими, 4(9), 186-190, 2026. https://doi.org/10.5281/zenodo.22902433
ChicagoTolibova, Raykhonabonu. “HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI.” Мактабгача ва мактаб таълими, 4(9), 186-190 (2026). https://doi.org/10.5281/zenodo.22902433
HarvardTolibova, Raykhonabonu (2026) ‘HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI’, Мактабгача ва мактаб таълими, 4(9), 186-190. https://doi.org/10.5281/zenodo.22902433
BibTeX
@article{tolibovaraykhonabonu2026,
  title = {HUMAN–AI COLLABORATIVE LANGUAGE LEARNING: DEVELOPING A FRAMEWORK FOR EFFECTIVE INTERACTION BETWEEN LANGUAGE LEARNERS, TEACHERS, AND GENERATIVE AI},
  author = {Tolibova, Raykhonabonu},
  journal = {Мактабгача ва мактаб таълими},
  year = {2026},
  volume = {4},
  number = {9},
  pages = {186-190},
  doi = {10.5281/zenodo.22902433},
  url = {https://doi.org/10.5281/zenodo.22902433}
}

Boshqa maqola uchun iqtibos tayyorlash

Мактабгача ва мактаб таълими jurnalidan boshqa maqolalar

Мактабгача ва мактаб таълими — barcha maqolalar · 2026-yil arxivi

Pedagogika sohasidagi boshqa maqolalar

Pedagogika sohasidagi OAK jurnallari