Artificial Intelligence and Teaching English: Revolutionizing Language Education

Sharofat Kalandarova

doi:10.2024/k14fpw52

Authors

Sharofat Kalandarova PhD student of Bukhara State University, Lecturer at Management Development Institute of Singapore in Tashkent Author

DOI:

https://doi.org/10.2024/k14fpw52

Keywords:

Artificial Intelligence (AI), ESL (English as a Second Language), Personalized Learning, Intelligent Tutoring Systems, Speech Recognition, Pronunciation Practice, Automated Feedback, Gamification

Abstract

In recent years, the integration of Artificial Intelligence (AI) into various fields has transformed the landscape of education, particularly in the teaching of English as a Second Language (ESL). As the demand for English proficiency continues to grow globally, educators are increasingly turning to AI technologies to enhance teaching effectiveness, engage learners, and personalize learning experiences. This article explores the various applications of AI in ESL teaching, the benefits and challenges it presents, and the future of AI in language education.

References

Cherry, K. (2020) – "What is Memory?" Verywell Mind.

Cuncic, A. (2020) – "What is Associative Memory?" Verywell Mind.

Kutas, M., & Hillyard, S. A. (1980) – "Event-related brain potentials to semantically inappropriate and surprisingly large words." Biological Psychology, 11(2), 99-116. doi:10.1016/0301-0511(80)90046-

Mayes, A., Montaldi, D., & Migo, E. (2007) – "Associative memory and the medial temporal lobes." Trends in Cognitive Sciences, 11(3), 126-135. doi: 10.1016/j.tics.2006.12.003

Renoult, L., Irish, M., Moscovitch, M., & Rugg, M. D. (2019) – "From Knowing to Remembering: The Semantic-Episodic Distinction." Trends in Cognitive Sciences, 23(12), 1041-1057. doi: 10.1016/j.tics.2019.09.008