ARTIFICIAL INTELLIGENCE AND DIGITAL PEDAGOGY IN ENGLISH LANGUAGE TEACHING AT ACADEMIC LYCEUMS

Abstract

The integration of artificial intelligence (AI) and digital pedagogy into English Language Teaching (ELT) is creating new opportunities for improving language instruction and supporting learners’ academic development. This paper examines the pedagogical potential of AI-assisted learning in academic lyceums in Uzbekistan, focusing on communicative competence, academic writing, critical thinking, personalized instruction, and learner autonomy. The study employs a qualitative, literature-based analytical approach, drawing on international research and publications by scholars working in Uzbekistan. Particular attention is given to AI-powered conversational tools, automated feedback systems, digital learning platforms, and collaborative educational technologies. The analysis identifies potential benefits, including increased opportunities for language practice, differentiated learning activities, and more flexible formative assessment. It also considers challenges associated with AI-generated inaccuracies, academic integrity, data privacy, unequal access to technology, and teachers’ digital competence. The paper proposes practical recommendations for integrating AI into English lessons while maintaining the central role of the teacher and the learner’s responsibility for independent learning. It argues that effective digital pedagogy requires the alignment of technological tools with curriculum objectives, transparent assessment criteria, and ethical principles. The paper concludes that AI can serve as a valuable supplementary resource in academic lyceums, although its effectiveness in this specific educational context requires further empirical investigation.