This article examines the theoretical and methodological foundations for developing students’ professional communicative competence within a blended learning environment based on artificial intelligence technologies. The study highlights the role of modern AI tools—such as chatbots, adaptive learning platforms, and speech recognition systems—in teaching English. Furthermore, the methodology designed within the framework of blended learning is empirically validated as an effective approach to enhancing students’ language skills. The findings demonstrate that the integration of artificial intelligence significantly increases students’ motivation, promotes autonomous learning abilities, and improves their level of professional communication.
| Mualliflar | Ibragimova, Dildora, Ибрагимова, Дилдора, Ibragimova, Dildora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-04-25 |
| Jild | 4 |
| Son | 4/S |
| Betlar | 33-42 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss4/s-pp33-42 |
DOI: 10.47689/2181-3701-vol4-iss4/s-pp33-42 · Maqolaning asl sahifasi
искусственный интеллект, смешанное обучение, коммуникативная компетенция, обучение английскому языку, методика, адаптивное обучение, цифровая педагогика, artificial intelligence, blended learning, communicative competence, English language teaching, methodology, adaptive learning, digital pedagogy, sun’iy intellekt, aralash ta’lim, kommunikativ kompetensiya, ingliz tili o‘qitish, metodika, adaptiv ta’lim, raqamli pedagogika
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