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Abstract
The article analyzes the current state of teaching academic writing and the use of generative artificial intelligence tools in Uzbekistan’s higher education system. Based on studies by Umaralieva, Khodabande, Qosimov, Umarova, Yangiboyeva, and Turdibekova related to the higher education environment of Uzbekistan, the growing interest of students in using GenAI tools for creating and editing academic texts, generating ideas, and correcting language errors is examined. At the same time, the article emphasizes existing problems, including the lack of a systematically developed methodology for academic writing, differences in AI literacy levels, excessive dependence on ready-made texts, insufficient skills in verifying the reliability of sources, and issues related to academic integrity. The need for adaptive and methodologically grounded GenAI tools based on specially developed corpora for academic writing in the Uzbek language is substantiated. In the future, integrating academic writing, AI literacy, corpus technologies, and academic integrity into a unified didactic system is identified as a promising direction.
References
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