SAMARADORLIK VA AKADEMIK HALOLLIK PARADOKSI: TOSHKENT XALQARO TA’LIM UNIVERSITETIDA AKADEMIK INGLIZ TILI VA O‘QUV KO‘NIKMALARI KURSLARIDA SUN’IY INTELLEKTDAN FOYDALANISHNING TALABALAR TOMONIDAN QABUL QILINISHI
Qabul qilingan: 2026-05-30
Nashr etilgan: 2026-06-06
Annotatsiya
Ushbu maqolada Toshkent xalqaro ta’lim universitetida (TIUE) akademik ingliz tili va o‘quv ko‘nikmalari darslarida sun’iy intellektdan foydalanishga talabalarning munosabati tahlil qilinadi. Ma’lumotlar 2025–2026-o‘quv yilida Xalqaro tayyorlov dasturida tahsil olayotgan 20 nafar bakalavriat talabasi o‘rtasida aralash usullar asosida o‘tkazilgan so‘rovnoma orqali to‘plandi. Natijalar asosida bakalavriat talabalari sun’iy intellektdan keng, ammo ehtiyotkorlik bilan foydalanadi, degan xulosaga kelish mumkin. Respondentlarning aksariyati akademik faoliyatda generativ sun’iy intellekt chat-botlaridan foydalanishini tan olgan bo‘lsa-da, talabalar plagiat, sun’iy intellekt vositalariga qaramlik, originallikning yo‘qolishi va tanqidiy fikrlash ko‘nikmalarini rivojlantirishga mumkin bo‘lgan salbiy ta’sir bilan bog‘liq muammolarni ham ko‘tardilar. Olingan natijalar asosida «samaradorlik va akademik halollik paradoksi» tushunchasini kiritish mumkin. Bundan tashqari, natijalar bakalavriat talabalari sun’iy intellektni inson sa’y-harakatlarini avtomatlashtirish orqali almashtiruvchi vosita sifatida emas, balki o‘quv faoliyatini qo‘llab-quvvatlash vositasi sifatida qo‘llashlarini ko‘rsatadi. Nihoyat, ishtirokchilarning aksariyati universitetlar talabalar uchun sun’iy intellekt savodxonligi bo‘yicha ta’lim tashkil etishi va akademik yo‘riqnomalar ishlab chiqishi zarurligini ta’kidladi. Universitetlar sun’iy intellektdan foydalanishni taqiqlash strategiyalaridan voz kechib, sun’iy intellekt savodxonligi modellarini joriy etishi lozimligi ta’kidlanadi.
Kalit so‘zlar
Adabiyotlar ro'yxati
-
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
Mualliflar haqida
Litsenziya
Mualliflik huquqi (c) 2026 MMIT Proceedings
This work is licensed under a Creative Commons Attribution 4.0 International License.