Generative artificial intelligence (AI), especially large language models (LLMs), has become one of the most transformative yet debated innovations in education. Advocates contend that AI can act as a strong cognitive scaffold, providing personalized feedback and encouraging higher-order thinking. Critics, however, warn about superficial engagement, cognitive offloading, and algorithmic biases that could weaken deeper learning. This paper explores whether generative AI can genuinely support the development of cognitive skills in English as a Foreign Language (EFL) education. Using Vygotsky’s sociocultural theory and Bloom’s taxonomy, it investigates how AI-facilitated Socratic dialogue, reflective learning logs, and genre transformation tasks can promote analytical reasoning, metacognitive awareness, and skill transfer. However, risks like “illusory facilitation” and digital inequalities highlight the importance of careful pedagogical integration. By incorporating AI into reflective practices, critical questioning, and peer collaboration, teachers can turn it from a passive tool into a proactive partner in fostering independent, critical, and socially responsible learners.
| Mualliflar | Ruzieva, Maftuna, Рузиева, Мафтуна, Ruziyeva, Maftuna |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-07-15 |
| Jild | 3 |
| Son | 4 |
| Betlar | 13-19 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss4-pp13-19 |
DOI: 10.47689/2181-3701-vol3-iss4-pp13-19 · Maqolaning asl sahifasi
Генеративный искусственный интеллект, когнитивные навыки, обучение языкам, метакогниция, критическое мышление, рефлексивная педагогика, перенос знаний, образовательные технологии, обучение с ИИ, цифровая грамотность, Generative AI, cognitive skills, language education, metacognition, critical thinking, reflective pedagogy, cognitive transfer, educational technology, AI-mediated learning, digital literacy, Sun’iy intellekt vositalari, tafakkur ko‘nikmalari, chet tilini o‘qitish, o‘z-o‘zini boshqarish, tanqidiy mulohaza, tahliliy o‘qitish, bilimlarni yangi vaziyatlarda tatbiq etish, raqamli ta’lim texnologiyalari, tenglik masalalari
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