This article explores how generative AI tools (ChatGPT, Claude.ai, Jasper, Notion AI) enhance B2-level writing skills in Uzbekistan, particularly for IELTS preparation. It synthesizes empirical evidence showing improved coherence, lexical richness, and learner autonomy through AI-supported brainstorming and outlining. Despite challenges like limited technology access, strategic teacher mediation and localized adaptations align these tools with CEFR standards, fostering confident, reflective academic writers.
| Mualliflar | Suyunov, Bobur, Суюнов, Бобур, Suyunov, Bobur |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-06-25 |
| Jild | 6 |
| Son | 6/S |
| Betlar | 496-500 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol6-iss6/s-pp496-500 |
DOI: 10.47689/2181-1415-vol6-iss6/s-pp496-500 · Maqolaning asl sahifasi
generative AI, B2 writing, IELTS preparation, learner autonomy, genre awareness, coherence, lexical richness, teacher mediation, CEFR standards, генеративный ИИ, письмо B2, подготовка к IELTS, автономия учащихся, жанровая осведомлённость, когерентность, лексическое разнообразие, медиация учителя, стандарты CEFR, generativ AI, B2 darajada yozuv, IELTS tayyorgarligi, o‘quvchi mustaqilligi, janrdan xabardorlik, izchillik, leksik boylik, o‘qituvchi vositachiligi, CEFR standartlari
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar