Abstract: The rapid development of artificial intelligence (AI) has created new opportunities for improving distance English language teaching. AI-based technologies, including intelligent chatbots, automated feedback systems, speech recognition tools, adaptive learning platforms, and generative AI applications, can provide learners with personalized learning experiences, immediate feedback, and additional opportunities for language practice. This thesis examines the pedagogical potential of AI in distance English language education, with particular attention to speaking, writing, vocabulary development, grammar practice, learner autonomy, and individualized instruction. Recent empirical research indicates that AI-assisted English language learning can have a positive effect on learning outcomes. A 2024 meta-analysis covering 40 empirical studies, 3,290 participants, and 55 effect sizes reported a large overall positive effect of AI on English language learning achievement (g = 0.812) [1]. At the same time, the integration of AI into language education raises important concerns related to academic integrity, inaccurate AI-generated information, data privacy, digital inequality, and excessive dependence on technology. Therefore, AI should not be regarded as a replacement for teachers but as an innovative pedagogical tool that can complement teachers’ professional expertise and enhance learners’ opportunities for independent and interactive language practice.
Rustamjonova Sevinch Askarjon qizi· Zenodo (CERN European Organi...· 0 citations
Abstract: The rapid development of artificial intelligence (AI) has created new opportunities for improving distance English language teaching. AI-based technologies, including intelligent chatbots, automated feedback systems, speech recognition tools, adaptive learning platforms, and generative AI applications, can provide learners with personalized learning experiences, immediate feedback, and additional opportunities for language practice. This thesis examines the pedagogical potential of AI in distance English language education, with particular attention to speaking, writing, vocabulary development, grammar practice, learner autonomy, and individualized instruction. Recent empirical research indicates that AI-assisted English language learning can have a positive effect on learning outcomes. A 2024 meta-analysis covering 40 empirical studies, 3,290 participants, and 55 effect sizes reported a large overall positive effect of AI on English language learning achievement (g = 0.812) [1]. At the same time, the integration of AI into language education raises important concerns related to academic integrity, inaccurate AI-generated information, data privacy, digital inequality, and excessive dependence on technology. Therefore, AI should not be regarded as a replacement for teachers but as an innovative pedagogical tool that can complement teachers’ professional expertise and enhance learners’ opportunities for independent and interactive language practice.
Rustamjonova Sevinch Askarjon qizi· Zenodo (CERN European Organi...· 0 citations
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