This article analyzes the role of artificial intelligence in English language teaching through the IMRAD structure. It discusses the potential of AI tools for creating personalized learning pathways, providing instant feedback, adapting vocabulary and grammar tasks, supporting speaking and writing activities, and assisting teachers in lesson preparation. The paper also examines important challenges such as academic integrity, reliability of AI-generated information, cultural and pragmatic appropriateness, learner autonomy, and the need for teacher supervision. The findings indicate that AI should not be viewed as a replacement for the teacher, but as an auxiliary, adaptive and assessment-supporting pedagogical resource used under professional guidance.
| Mualliflar | Sadikova, Oydin, Садикова, Ойдин, Sadikova, Oydin |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-06-25 |
| Jild | 7 |
| Son | 6/S |
| Betlar | 139-148 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss6/s-pp139-148 |
DOI: 10.47689/2181-1415-vol7-iss6/s-pp139-148 · Maqolaning asl sahifasi
sun’iy intellekt, ingliz tili ta’limi, generativ AI, individual ta’lim, raqamli pedagogika, baholash, fikr-mulohaza, kommunikativ kompetensiya, искусственный интеллект, обучение английскому языку, генеративный ИИ, индивидуализированное обучение, цифровая педагогика, оценивание, обратная связь, коммуникативная компетенция, artificial intelligence, English language teaching, generative AI, personalized learning, digital pedagogy, assessment, feedback, communicative competence
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar