ENHANCING ENGLISH LANGUAGE LEARNING FOR YOUNG LEARNERS THROUGH ARTIFICIAL INTELLIGENCE

Аннотация

This study investigates the effectiveness of AI-assisted instruction in improving vocabulary and speaking fluency among 8-10-year-old young English as a second language learners. Through a quasi-experimental design, 30 students were placed in an experimental group using AI-based apps (Lingokids and Google Read Along) and a control group using traditional teacher-led instruction. Data were collected through standardized vocabulary tests, CEFR-based speaking rubrics, and observational checklists. Results revealed that the experimental group had significantly higher gains in vocabulary and speaking performance compared to the control group. The findings highlight the pedagogical potential of AI technologies in early language acquisition, particularly in providing personalized, interactive, and adaptive learning experiences. While the study supports the use of AI tools in primary language classrooms, it also affirms that careful implementation, teacher training, and further longitudinal research are required to ensure sustainablelearning outcomes and address ethical concerns. Key words: Artificial intelligence (AI), language acquisition, young learners, quasi-experimental design, vocabulary acquisition, fluency, gamification, speech recognition, pedagogical practices, engagement Данное исследование направлено на оценку эффективности использования технологий искусственного интеллекта (ИИ) в расширении словарного запаса и развитии беглой речи у детей в возрасте от 8 до 10 лет, изучающих английский язык. В рамках квазиэкспериментального дизайна 30 учащихся были распределены на две группы: экспериментальную, в которой применялись ИИ-инструменты (Lingokids и Google Read Along), и контрольную, получавшую традиционное обучение под руководством преподавателя. Сбор данных осуществлялся с использованием стандартизированных тестов на знание лексики, шкал оценки устной речи, основанных на CEFR, а также наблюдательных чек-листов. Результаты показали, что учащиеся экспериментальной группы достигли существенно более высоких показателей в усвоении лексики и развитии речевых навыков по сравнению с контрольной группой. Полученные данные свидетельствуют о высоком педагогическом потенциале ИИ-технологий в начальном языковом образовании, особенно в аспектах персонализации, вовлеченности и адаптивности учебного процесса. Вместе с тем, исследование подчёркивает необходимость тщательной интеграции ИИ-инструментов в учебную практику, подготовки педагогов, а также проведения долгосрочных исследований для обеспечения устойчивых образовательныхрезультатов и учётаэтическихаспектов. Ushbu tadqiqot sun’iy intellekt (SI) yordamida o‘tkazilgan o‘qitishning 8–10 yoshli ingliz tilini o‘rganuvchi bolalar orasida lug‘at boyligini oshirish va gapirish ravonligini yaxshilashdagi samaradorligini o‘rgandi. Kvazieksperimental dizayn asosida 30 nafar o‘quvchi ikki guruhga bo‘lingan: tajriba guruhi (Lingokids va Google Read Along kabi SI asosidagi vositalardan foydalangan) va nazorat guruhi (an’anaviy o‘qituvchi tomonidan o‘tiladigan mashg‘ulotlarga qatnashgan). Ma’lumotlar standartlashtirilgan lug‘at testlari, CEFR asosidagi og‘zaki nutq mezonlari va kuzatuv ro‘yxatlari orqali yig‘ildi. Natijalar shuni ko‘rsatdiki, tajriba guruhi nazorat 11 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue05(2025) guruhiga nisbatan lug‘at va gapirish ko‘rsatkichlarida sezilarli darajada yuqori yutuqlarga erishdi. Tadqiqot natijalari SI texnologiyalarining boshlang‘ich til ta’limidagi pedagogik imkoniyatlarini, xususan, shaxsga moslashtirilgan, qiziqarli va moslashuvchan o‘rganish tajribalarini ta’minlashdagi rolini ta’kidlaydi. Tadqiqot natijalari SI vositalarini boshlang‘ich sinf til mashg‘ulotlariga integratsiya qilishni qo‘llab-quvvatlasa-da, barqaror o‘rganish natijalarini ta’minlash va axloqiy masalalarni hal qilish uchun ehtiyotkorlik bilan joriy etish, o‘qituvchilarni tayyorlash va uzoqmuddatli tadqiqotlarzarurligini ko‘rsatadi. IntroductionandBackground In accordance with the growing global emphasis on English language proficiency, early language learning has become a priority in the majority of education systems. As English continues to be a lingua franca of global communication, there is a growing necessity to equip young learners (YLs) with proficient language skills from an early age. This trend has set off a variety of innovations in language teaching, among which the integration of technology, more precisely Artificial Intelligence (AI), has drawn significant attention. AI has already started making its mark on tertiary education and adult learning, but its application in the area of young learners is still relatively untapped territory. Consequently, while AI technologies have been under much discussion and use in more advanced learning settings, their impact on young children, specifically onlanguage develo