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Artificial intelligence tools for enhancing writing
competence at the upper-intermediate (B2) level: a case
study in Uzbekistan
Bobur SUYUNOV
1
Uzbekistan National Pedagogical University
ARTICLE INFO
ABSTRACT
Article history:
Received May 2025
Received in revised form
15 June 2025
Accepted 25 June 2025
Available online
15 July 2025
This article explores how generative AI tools (ChatGPT,
Claude.ai, Jasper, Notion AI) enhance B2-level writing skills in
Uzbekistan, particularly for IELTS preparation. It synthesizes
empirical evidence showing improved coherence, lexical
richness, and learner autonomy through AI-supported
brainstorming and outlining. Despite challenges like limited
technology access, strategic teacher mediation and localized
adaptations align these tools with CEFR standards, fostering
confident, reflective academic writers.
2181-
1415/©
2025 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol6-iss6/S-pp496-500
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
generative AI,
B2 writing,
IELTS preparation,
learner autonomy,
genre awareness,
coherence,
lexical richness,
teacher mediation,
CEFR standards.
B2 darajada yozuv kompetensiyasini oshirish uchun
sun’iy intellekt vositalari (SIV): O‘zbekistondagi tadqiqot
ANNOTATSIYA
Kalit so‘zlar
:
generativ AI,
B2 darajada yozuv,
IELTS tayyorgarligi,
o‘quvchi mustaqilligi,
janrdan xabardorlik,
izchillik, leksik boylik,
o‘qituvchi vositachiligi,
CEFR standartlari.
Ushbu maqola O‘zbekistonda B2 darajada yozuv
ko‘nikmalarini oshirishda generativ AI vositalari (ChatGPT,
Claude.ai, Jasper, Notion AI) ning rolini, ayniqsa IELTS
tayyorgarligi kontekstida o‘rganadi.
Amaliy dalillar izchillik,
leksik boylik va o‘quvchi must
aqilligining yaxshilanishini
ko‘rsatadi. Texnologiyaga kirish cheklovlariga qaramay,
maqsadli o‘qituvchi vositachiligi va mahalliy moslashuvlar CEFR
standartlariga mos keladi, ishonchli va mulohazali akademik
yozuvchilarni shakllantiradi.
1
Assistant teacher, Profi University Navoi branch, Navoi, Uzbekistan Independent Researcher, Uzbekistan National
Pedagogical University. Tashkent, Uzbekistan. E-mail: bobur.suyunov.95@gmail.com
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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06 (2025) / ISSN 2181-1415
497
Инструменты
искусственного
интеллекта
для
повышения компетенций в письме на уровне выше
среднего (B2): исследование на примере Узбекистана
АННОТАЦИЯ
Ключевые слова:
генеративный ИИ,
письмо B2,
подготовка к IELTS,
автономия учащихся,
жанровая
осведомлённость,
когерентность,
лексическое разнообразие,
медиация учителя,
стандарты CEFR
.
Статья исследует, как генеративные ИИ
-
инструменты
(ChatGPT, Claude.ai, Jasper, Notion
AI) повышают навыки
письма уровня B2 в Узбекистане, особенно для подготовки к
IELTS. Эмпирические данные показывают улучшение
когерентности, лексического разнообразия и автономии
учащихся. Несмотря на ограниченный доступ к технологиям,
стратегическая медиация учителей и локальные адаптации
соответствуют стандартам CEFR, формируя уверенных и
рефлексивных академических авторов.
INTRODUCTION
In the evolving landscape of language education, generative artificial intelligence
(AI) tools such as ChatGPT, Claude.ai, Jasper, and Notion AI are redefining writing
pedagogy for upper-intermediate (CEFR B2) learners. These platforms facilitate multiple
stages of academic writing, including idea generation, planning, drafting, and revising, by
simulating human-like discourse. Their application is particularly impactful in genre-
based writing instruction, where B2 learners must master rhetorical structures,
coherence, and purpose-driven composition to meet CEFR expectations (Council of
Europe, 2020). In Uzbekistan, where English language proficiency is critical for academic
and professional advancement, these tools are gaining traction, especially in IELTS
preparation. This article synthesizes empirical research, classroom-based studies, and
applied cases (Shonazarova, 2024; Wang et al., 2024; Notion, 2025) to explore how
generative AI fosters genre awareness, scaffolds rhetorical knowledge, and enhances
learner autonomy in B2-level writing instruction, with a focus on the Uzbek context.
METHODS
The study draws on classroom experiences and pilot projects in Uzbekistan,
supplemented by international scholarship. Generative AI tools were integrated into
B2-level writing instruction, particularly for IELTS Writing Task 2 preparation.
Prewriting activities utilized ChatGPT, Claude.ai, Jasper, and Notion AI to support
brainstorming and outlining. For instance, learners were prompted with controlled
inputs like “Give me three reasons why pollution should be regulated in cities” to
generate conceptual an
chors for argumentative essays or “Plan a five
-paragraph
compare-and-
contrast essay on online vs. traditional education” to produce genre
-
aligned outlines. These tools provided templates, discourse markers, and structural cues
tailored to problem-solution, compare-contrast, and cause-effect essay formats, aligning
with CEFR B2 descriptors (Council of Europe, 2020). In a pilot project at Tashkent State
Pedagogical University, 54 B2-level IELTS candidates used ChatGPT and Claude.ai over
six weeks for prewriting tasks. Students were trained to evaluate AI outputs critically,
revise collaboratively, and align responses with CEFR criteria, such as “developing an
argument well enough to be followed without difficulty.” Teachers in Samarkand and
Tashkent integrated Notion AI to scaffold introductions and conclusions, ensuring clarity,
formality, and logical scope. In Namangan, Jasper’s tone modulation and section
-based
scaffolding were employed to enhance planning of argumentative texts.
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Society and innovations
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Additionally, low-bandwidth platforms like Telegram were used to distribute
mobile-friendly materials, addressing access challenges in rural areas. Instructional
strategies emphasized ethical and strategic AI use, with teachers mediating outputs
through collaborative review and post-AI reflection. Comparative studies, such as Xu and
Zhang (2024), involved 120 EFL learners in China, where AI-assisted groups were
compared to control groups using traditional brainstorming methods. Writing samples
were evaluated for coherence, lexical variety, and logical progression, with additional
metrics for task response and paragraph unity in the Uzbek pilot.
RESULTS
Empirical findings demonstrate the efficacy of generative AI in B2-level writing
instruction. In the Tashkent pilot, analysis of 54 students’ writing samples over six weeks
showed a 23% improvement in task response and a 19% increase in lexical richness,
attributed to AI-supported ideation (internal report, 2025). Shonazarova (2024) found
that Uzbek IELTS candidates trained with ChatGPT prompts (e.g., “Give me a topic
sentence, two supporting ideas, and a linking conclusion for a problem-solution essay
abou
t unemployment”) improved their use of discourse markers and argument layering.
The 2025 Uzbek National Writing Evaluation Report (unpublished) reported a
15% rise in IELTS writing band scores among participants using AI-assisted methods
over eight weeks. International studies corroborate these outcomes. Xu and Zhang
(2024) found that AI-assisted groups in China produced essays with statistically higher
scores in coherence, lexical variety, and logical progression compared to controls.
Mohammed et al. (2024) reported that AI-assisted brainstorming led to more coherent
idea clusters and deeper thematic elaboration, with students noting reduced stress and
increased motivation. Notion AI’s structured outlines and Jasper’s tone modulation
enhanced paragraph-level coherence and logical flow, as evidenced in Namangan, where
learners using Jasper-generated outlines showed greater confidence in constructing
argumentative texts (Shonazarova, 2024).
Figure 1:
B2-level writers are expected to demonstrate genre-specific control over
tone, purpose, and structure (Council of Europe, 2020).
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Figure 2
: Generative AI promotes planning behaviors crucial for higher-order
writing tasks (Hyland, 2019).
Figure 3:
Effective integration requires teaching learners to evaluate AI outputs,
understand genre expectations, and use tools ethically.
DISCUSSION
Generative AI tools like ChatGPT, Claude.ai, Jasper, and Notion AI revolutionize B2-
level writing by fostering creativity, clarity, and coherence in genre-specific tasks,
particularly for IELTS preparation. Their ability to democratize idea generation supports
learners in high-anxiety or under-resourced contexts like Uzbekistan, enabling
exploration of multiple perspectives without judgment (Abdullayev, 2023). Tools like
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Notion AI and Jasper align with genre theory by providing structured outlines and tone-
appropriate suggestions, meeting CEFR B2 expectations for content organization and
cohesion (Notion, 2025). However, challenges persist.
AI tools may produce genre-inappropriate outputs or linguistic inaccuracies,
particularly with low-resource language prompts (Wang et al., 2024; Shonazarova, 2024).
Overreliance risks neglecting individual idea development, and unequal access to
technology in rural Uzbekistan limits equitable implementation. To address these,
teachers must scaffold AI usage with critical evaluation, collaborative revision, and
culturally relevant training, as emphasized by Abdullayeva (2024). When integrated
within an informed pedagogical framework, generative AI enhances learner autonomy,
metacognitive awareness, and genre proficiency, positioning it as a transformative
cognitive partner in building 21st-century writing competence for B2 learners in
Uzbekistan and beyond.
CONCLUSION
Generative AI tools, including ChatGPT, Claude.ai, Jasper, and Notion AI,
significantly enhance B2-level writing competence in Uzbekistan by fostering genre
awareness, coherence, and learner autonomy, particularly in IELTS preparation.
Empirical evidence from Uzbek and international studies demonstrates improvements in
task response, lexical richness, and logical progression. Despite challenges like
technological access and potential overreliance, strategic integration with teacher
mediation and culturally relevant adaptations ensures these tools empower B2 learners
to become confident, reflective academic writers, aligning with CEFR standards and 21st-
century educational demands.
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