ИИ в преподавании английского языка

Аннотация

В этой статье обсуждается растущая роль искусственного интеллекта (ИИ) в образовании английского языка, подчеркиваются его преимущества и потенциальные недостатки. Были обозначены три основные цели ИИ в образовании. Кроме того, практические примеры, такие как ChatGPT, Mentimeter, Gencraft и калькулятор оценок Aspose, используются для иллюстрации того, как ИИ преобразует процессы преподавания и обучения. Признавая преимущества ИИ в предоставлении персонализированного обучения, создании увлекательных материалов и автоматизации оценки, текст также 97 Современные проблемы интеллектуальных систем. Республиканская научно-практическая конференция. Джизак, 18-19 апреля 2025 г. подчеркивает важность критического мышления, руководства учителями и ответственного использования ИИ. В заключении подчеркивается, что ИИ больше не является футуристическим инструментом, а современным ресурсом, и преподаватели должны вооружить студентов, чтобы использовать его разумно и этично. Ключевые слова: Искусственный интеллект (ИИ), преподавание английского языка, персонализированное обучение, образовательные технологии, инструменты ИИ, инновации в классе, административная поддержка, руководство учителями, ChatGPT, Mentimeter, критическое мышление, ответственное использование ИИ, методика поддержки. Ingliz tilini o‘rgatishda AI Annotatsiya: Ushbu maqolada ingliz tilini o‘qitishda sun’iy intellektning (AI) ortib borayotgan roli muhokama qilinadi, uning afzalliklari va mumkin bo‘lgan kamchiliklari ta’kidlanadi. Ta’limda AIning uchta asosiy maqsadi ko‘rsatilgan. Bundan tashqari, ChatGPT, Mentimeter, Gencraft va Aspose Grade kalkulyatori kabi amaliy misollar sun’iy intellekt o‘qitish va o‘qitish jarayonlarini qanday o‘zgartirayotganini ko‘rsatish uchun ishlatiladi. Shaxsiylashtirilgan ta’limni ta’minlash, qiziqarli materiallar yaratish va baholashni avtomatlashtirishda sun’iy intellektning afzalliklarini e’tirof etgan holda, matn tanqidiy fikrlash, o‘qituvchilarga rahbarlik qilish va AIdan mas’uliyatli foydalanish muhimligiga ham urg‘u beradi. Xulosa shuni ta’kidlaydiki, AI endi futuristik vosita emas, balki hozirgi resursdir va o‘qituvchilar talabalarni undan oqilona va axloqiy foydalanish uchun jihozlashlari kerak. Kalit so‘zlar: Sun’iy intellekt (AI), ingliz tilini o‘rgatish, shaxsiylashtirilgan o‘rganish, ta’lim texnologiyasi, AI vositalari, sinfda innovatsiyalar, ma’muriy yordam, o‘qituvchilarga yo‘l- yo‘riq, ChatGPT, Mentimeter, tanqidiy fikrlash, mas’uliyatli AI foydalanish, iskala o‘qitish uslubi. English plays a central role in global communication, work, and education, yet learners often face difficulties such as limited access to English outside the classroom, lack of background knowledge, irregular spelling, and anxiety about making mistakes. Artificial Intelligence (AI), defined as systems that mimic human intelligence and language understanding, has been applied to reduce some of these barriers. It has helped improve specific English skills like reading and pronunciation, as well as supported teachers with tasks like marking, feedback, and personalized learning. According to Crompton et al. (2024), generally, AI serves three educational purposes: first is helping pupils to learn, secondly – facilitates creative activities and handouts, and thirdly is used for administrative purposes like analysing the data. Being specific about each of these categories, firstly, AI tools are widely used by pupils to look for new information and seek answers to all sorts of questions not only in language learning but also in other subjects, due to the limitless powers of AI assistants these days. For example, I would say that pupils are not using Google as a source of answers, but rather Chatgpt for its convenient interface and speedy responses. Meanwhile, this tendency also raises challenges, such as neglect of research and analyses, forgetting about applying critical thinking and getting the answers as an etalon, without even proofreading and second thoughts. Getting used to and taking this for granted will lead to some difficulties in the future life, not only professional but also personal. For example, without mastering basic school subjects a person can not step into professional training and education, or without socializing and communication a person will face the challenges in building up the relationships. Thus, these systems should be used to provide personalized learning experiences by adapting content and difficulty based on the learner’s performance. For example, AI-powered language apps should offer tailored vocabulary practice, and feedback on grammar, not just checking or error correcting, help with pronunciation correction, and giving some adaptive reading 98 Современные проблемы интеллектуальных систем. Республиканская научно-практическая конференция. Джизак, 18-19 апреля 2025 г. tasks. This individualized support helps learners progress at their own pace and targets their specific needs, which is particularly valuable for t