Ключевые слова
Аннотация
This article investigates the role and effectiveness of artificial intelligence-based online platforms in teaching English as a foreign language in higher education settings.
The study employed a mixed-methods research design involving 120 university students in Uzbekistan divided into three groups: an experimental group using AI platforms (Duolingo, ELSA Speak, ChatGPT) alongside traditional instruction, a comparison group with conventional self-study materials, and a control group receiving traditional instruction only. Data were collected through standardized proficiency tests, platform usage logs, learning journals, and semi-structured interviews over a sixteen-week semester.
Библиографические ссылки
Godwin-Jones, R. (2022). Evolving technologies for language learning. Language Learning & Technology, 26(1), 1-18.
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society, 26(1), 112-131.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550.
Pokrivčáková, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.
Tai, T. Y., & Chen, H. H. J. (2023). The impact of Google Assistant on EFL learners' willingness to communicate. Interactive Learning Environments, 31(3), 1485-1502.