The Integration of Artificial Intelligence in English Language Teaching: Opportunities and Challenges
DOI:
https://doi.org/10.5281/zenodo.21682361Ключевые слова:
artificial intelligence, English language teaching, CALL, chatbots, automated feedback, personalized learning, digital literacy, EFL, teacher education, UzbekistanАннотация
This article examines how artificial intelligence (AI) is reshaping English language teaching (ELT) practice,
focusing on the opportunities that AI-driven tools offer for personalized instruction, automated feedback, and learner
autonomy, as well as the pedagogical, ethical, and institutional challenges that accompany their adoption. Drawing on a
review of recent empirical and theoretical literature published between 2020 and 2026, together with the author’s classroom
observations in a private secondary school in Khorezm, Uzbekistan, the study applies a qualitative document-analysis
method to identify recurring themes across the literature. The findings indicate that AI applications such as intelligent
tutoring systems, automated writing evaluation tools, speech-recognition software, and conversational chatbots can
enhance learner motivation, provide immediate corrective feedback, and support differentiated instruction. At the same
time, the review highlights persistent concerns regarding data privacy, algorithmic bias, over-reliance on machine-generated
output, the erosion of academic integrity, and unequal access to digital infrastructure, particularly in low-resource
educational settings such as rural Uzbekistan. The article concludes that AI should be positioned as a complementary
pedagogical resource rather than a replacement for the teacher, and it proposes a set of practical recommendations for
teacher training, curriculum design, and policy development aimed at responsible AI integration in ELT
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