THE ROLE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING WITHIN MODERN EDUCATION SYSTEMS
DOI:
https://doi.org/10.65164/bz1ng348Ключевые слова:
generative artificial intelligence, large language models, English language teaching, GPT-4, prompt engineering, GenAI ethics, CEFR progression, pragmatic competence, multimodal ELT, teacher professional identity.Аннотация
This paper investigates the specific role of generative artificial intelligence (GenAI) — encompassing large language models (LLMs) such as GPT-4, Gemini Ultra, and Claude 3, as well as multimodal generative tools including DALL-E 3 and ElevenLabs — in transforming English language teaching (ELT) practice within modern education systems. Unlike broader AI-in-education studies, this paper focuses on the distinctive properties of generativity itself: the capacity of these models to produce novel, contextually appropriate linguistic, textual, and multimodal output on demand, and the pedagogical implications of this capacity for curriculum design, formative assessment, learner autonomy, and teacher professional identity. A six-stage GenAI-ELT instructional cycle is proposed and evaluated through a controlled experiment involving 300 EFL learners at three CEFR entry levels (A2, B1, B1+) across two Uzbekistani universities. Heatmap analysis of post-test effectiveness scores across six skill dimensions reveals that GenAI-mediated instruction achieves high effectiveness ratings (82–95%) at all proficiency levels, with particularly pronounced gains in speaking confidence (+40–44 pp), pragmatic competence (+30–56 pp), and writing fluency (+32–57 pp). The paper further addresses the ethical challenges unique to GenAI in ELT — including academic integrity, hallucination risk, and the displacement of authentic human mentorship — and offers a framework for responsible, pedagogically principled integration.
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