The Efficiency–Integrity Paradox: Student Perceptions of AI Use in Academic English and Study Skills Courses at Tashkent International University of Education
Received: 2026-05-30
Published: 2026-06-06
Abstract
This paper analyzes the attitudes of the students towards the use of artificial intelligence in Academic English and Study Skills lessons at Tashkent International University of Education (TIUE). The data were collected by means of a mixed-methods survey of 20 undergraduate students in the International Foundation Program for the academic year of 2025-2026. Based on the results, it can be concluded that there is a wide but conservative application of AI by undergraduates. Even though most respondents admitted their usage of generative AI chatbots in academia, students also raised issues related to plagiarism, dependence on AI tools, lack of originality, and potential negative impact on developing critical thinking skills. Based on the obtained results, the notion of "Efficiency–Integrity Paradox" can be introduced. In addition, the results show that undergraduates do not view AI as a means to replace human efforts with automation but rather use AI as a tool to support learning activities. Finally, the majority of the sample mentioned the necessity for universities to provide students with AI literacy training and develop academic guidelines. It is argued that universities should abandon prohibitive strategies for AI usage and implement AI literacy models.
Keywords
List of references
-
British Council. (2024). Artificial intelligence in English language teaching (ELT): Preparedness and perceptions. https://www.teachingenglish.org.uk/sites/teacheng/files/2024-08/AI_and_ELT_Jul_2024.pdf
-
Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231194026
-
Kristiawan, D., Bashar, K., & Pradana, D. A. (2024). Artificial intelligence in English language learning: A systematic review of AI tools, applications, and pedagogical outcomes. The Art of Teaching English as a Foreign Language (TATEFL), 5(2), 207–218.
-
Madrakhimova, M. A. (2024). AI-assisted language learning in Uzbek higher education: Practices, barriers and prospects. University of World Economy and Diplomacy. https://reandpub.uz/8210
-
Sharadgah, T. A., & Sa'di, R. A. (2022). A systematic review of research on the use of artificial intelligence in English language teaching and learning (2015–2021): What are the current effects? Journal of Information Technology Education: Research, 21, 337–377. https://doi.org/10.28945/4999
-
Tapalova, A., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. International Journal of Emerging Technologies in Learning (iJET), 17(17), 63–73. https://doi.org/10.3991/ijet.v17i17.31565
-
Tolstykh, O. M., & Oshchepkova, T. (2024). Beyond ChatGPT: Roles that artificial intelligence tools can play in an English language classroom. Discover Artificial Intelligence, 4(1), Article 60. https://doi.org/10.1007/s44163-024-00131-9
-
Vikhrov, I. P., & Abdullaev, S. (2024). The future of higher education in Uzbekistan: The potential and challenges of integrating artificial intelligence (national survey). https://erasmus.uz/journal/index.php/files/article/view/129
About the Authors
License
Copyright (c) 2026 MMIT Proceedings
This work is licensed under a Creative Commons Attribution 4.0 International License.