European International Journal of Multidisciplinary Research
and Management Studies
95
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TYPE
Original Research
PAGE NO.
95-97
DOI
OPEN ACCESS
SUBMITED
24 October 2024
ACCEPTED
26 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Using artificial intelligence
to improve the quality of
teaching
Jo’rabekova Madinabonu Jumanazarovna
Lecturer, Termez State Pedagogical Institute, Uzbekistan
Abstract:
In private ESL education, the adoption of
artificial intelligence (AI) tools offers great potential to
improve teaching methods. With basic technical skills,
teachers can use AI to optimise lesson creation and
delivery, resulting in effective and varied learning
experiences for students. Learn three ways to use AI and
what it can do for teachers of English as a foreign
language.
Keywords:
Artificial
intelligence,
developing
communicative competencies.
Introduction:
Methods for assessing language
proficiency using artificial intelligence.
For freelance teachers, accurately assessing a student's
language proficiency is a crucial step to create lessons
tailored to their individual needs. AI-assisted language
assessment tools such as Cambridge English Write &
Improve offer out-of-the-box solutions to determine
speaking, writing and comprehension levels. This
service uses AI algorithms to assess language use,
grammar and vocabulary, provides instant results and
provides information on proficiency levels.
AI-assisted language assessment tools have many
advantages. Firstly, they save time and effort by
automating the assessment process, allowing teachers
to focus on lesson planning and instruction. Moreover,
the instant feedback, allows students to identify and
correct knowledge gaps in the learning process in real
time, which increases interest in self-learning. In
addition, AI algorithms can generate detailed progress
reports, this allows teachers to track their students'
progress and adjust instruction. By using such tools for
language assessment, instructors can improve the
quality and efficiency of their teaching practice, as well
as empower students to self-manage their learning.
Chatbots for language practice and communication.
Engaging students in meaningful language practice and
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
conversation is very important for the development of
their communicative skills in a foreign language.
Artificial intelligence chatbots such as Replika and
ChatGPT act as virtual interlocutors, offering students
the opportunity to practice speaking and writing in a
supportive and interactive environment. These
chatbots use Natural Language Processing (Neuro
Linguistic
Programming
(NLP)
algorithms
to
understand and respond to students' messages,
mimicking real-life communication scenarios.
One way to use this tool is to incorporate it into a
lesson that involves asking questions followed by
clarifying questions. Set a topic of discussion for the
student to address the chatbot in the form of a
question. Then invite the student to read the chatbot's
response and then ask a follow-up question. You can
also suggest that the student listen to the answer
rather than reading it to practice listening.
The advantages of using chatbots for language practice
are many. Firstly, they give students the opportunity to
practise speaking and writing without fear of
judgement or embarrassment. By engaging in regular
conversations with chatbots, students can gradually
improve fluency, vocabulary and grammar.
AI-enabled chatbots instantly answer questions and
correct errors, helping students in real time. Chatbots
can adapt to a student's language proficiency level and
preferences, providing a personalised language
practice experience tailored to individual needs. By
incorporating chatbots into their ESL lessons, teachers
can help their students improve their language level
and confidence in a simple and interactive way.
Tools for creating materials and delivering AI-enabled
lessons.
Creating interesting and relevant lesson materials is
essential to keep students motivated and interested in
learning a foreign language. Simple chatbots such as
ChatGPT can be used to create personalised, detailed
lesson plans. If given very detailed instructions, a
chatbot can use artificial intelligence algorithms to
analyse text and multimedia resources, generating
personalised lesson plans, written assignments and
presentations according to language level and learning
objectives.
The benefits of AI-enabled content creation
technologies are numerous. Firstly, they simplify the
lesson planning process, saving teachers valuable time
and effort in searching for appropriate materials. With
AI, teachers can access a wide range of ready-made
resources, including articles, videos, and interactive
assignments tailored to students' needs. AI algorithms
can suggest additional materials and activities based
on students' interests and preferences, increasing
engagement and motivation. In addition, AI tools can
offer interactive features such as quizzes, polls and
multimedia elements, making lessons more dynamic
and rich. By using AI in lesson planning, teachers can
create engaging, interactive lessons for their students
that promote effective language acquisition and level
improvement.
Thus, the use of artificial intelligence, which involves the
formation of students' communicative competence in
learning English, and takes into account the provisions
of the domestic psychological concept of teaching a
foreign language, according to which it is necessary to
teach speech activity, the organisation of learning
English is carried out through:
1. texts (oral, written), for listening, analysing and
speaking, including tasks for writing texts using the
studied vocabulary are appropriate. For example,
ChatGPT can be used to generate text at the request of
the user (instructor or student), QuillBot to paraphrase
texts, generate quotations for further discussion. The
instructor can also create his own chatbot for
conducting surveys: select a text on the topic of the
class, compose tasks to it, create his own chatbot and
add questions
with answers of ‘True’ or ‘False’ type.
2. Various kinds of quizzes, crosswords, charades,
language tasks that reveal the peculiarities of meaning
or a variety of meanings and ways of using a particular
lexical unit, the possibilities of using it with other lexical
units. Today, special mobile applications for language
learning have been developed: ‘Learningapps’, ‘Quizlet’
and ‘Classtools’. These platforms, based on artificial
intelligence principles, can also be used for practical
lessons. They allow you to create vocabulary cards,
check vocabulary learning, perform automatic
translation, and create interactive materials of different
levels of complexity. Translation and vocabulary
practice exercises can be created in the chatbots
mentioned above (Choose the correct translation of the
word: interesting film - amazing / boring / interesting
film. Finish the sentence using the appropriate word:I
was (amazed / bored / excited) by our new research
results).
3. Speaking proper, oral speech, monologues, dialogues
using the studied lexical units. You can ask students to
compose a dialogue or monologue using all the lexical
units from the exercise they have been doing, for
example, in the Quizlet application. Another way is to
ask students to start a dialogue with a chatbot. Each
student should start a dialogue with their virtual
interlocutor. This will help not only to practice word
order and spelling, but also to clearly formulate
sentences and questions so that the interlocutor is
interested and understandable. After the time has
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
elapsed, the teacher checks whether all the conditions
have been fulfilled and helps the students to work on
their mistakes.
The use of artificial intelligence tools allows the
development of intrinsic motivation to fulfil
educational priorities. And also the use of artificial
intelligence provides for the formation of language
skills or abilities, based on the use of techniques
inherent in games (competition, fun, passing levels,
points for achievements, etc.). One of the most
successful applications using artificial intelligence for
language learning is Duolingo, which has about 60
million users worldwide. The application is designed to
help in learning new languages. A set of techniques is
used to learn and consolidate words: images, texts,
audio. New vocabulary is offered in context and makes
learning as meaningful as possible. Inside, it's more like
a game than language lessons, with its virtual currency,
badges, Challenges and achievements. A map of levels
is open in front of learners, you can set your own goals
and earn points by completing exercises. All this makes
language learning a fun and entertaining activity.
Similarly, a phenomenon such as the level of
knowledge reflection can be noted in the case of using
artificial intelligence. In particular, in the case of using
artificial intelligence, the learner, in general, can
evaluate whether or not he/she has achieved the
learning outcome (based on the points, scores or levels
obtained).
Thus, the use of artificial intelligence in the educational
process of the university is the integration of game
elements and game technologies, modern applications
and chatbots into the learning process, which
contributes to a qualitative change in the way of
organisation and modernisation of the learning
process, leads to an increase in the level of motivation,
involvement of students, activation of their attention
and concentration in solving learning tasks. This allows
us to talk about the use of artificial intelligence as a
metacognitive method of learning, i.e. a method that
allows the learner to realise his/her own level, see
‘gaps’ in knowledge, mark his/her own mistakes and
direct efforts to correct them. In particular,
memorisation accompanied by positive emotions is
more effective. Therefore, when implementing
artificial intelligence in training, the quality of learning
improves.
CONCLUSION
In conclusion, the use of AI in online English language
teaching provides teachers with many useful tools and
resources to enhance lesson creation and delivery. AI
offers simple solutions to automate the learning
process and increase student engagement, from AI-
assisted language assessment tools to chatbots for
conversational practice, as well as AI-assisted content
creation tools. With basic technical knowledge, teachers
can use AI to personalise the curriculum, creating
dynamic and interactive lessons tailored to individual
student needs. As AI continues to evolve, its potential in
online learning remains promising, allowing instructors
to deliver high-quality lessons and support to students
around the world.
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