DOI
https://doi.org/10.47689/2181-3701-vol3-iss9/S-pp178-183Keywords
Artificial Intelligence , peer learning , EFL , motivation , Uzbekistan , digital educationAbstract
This study explores the pedagogical opportunities and limitations of integrating AI-driven peer-learning platforms into secondary English as a Foreign Language (EFL) classrooms in Uzbekistan. The research was conducted using a mixed-method approach, combining surveys, observations, and tests to evaluate the impact of artificial intelligence on students’ motivation, communication skills, and collaboration. The results show that AI-supported peer-learning environments significantly enhance learners’ engagement, autonomy, and performance compared to traditional methods. However, infrastructural challenges and limited teacher training remain barriers to effective implementation. Recommendations are provided for improving digital infrastructure, teacher competence, and policy integration to support sustainable adoption of AI tools in education.
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Copyright (c) 2025 Малика Бахрамова
This work is licensed under a Creative Commons Attribution 4.0 International License.
