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Abstract
This article analyzes the linguodidactic opportunities and existing limitations of using generative artificial intelligence tools in teaching academic writing. Generative artificial intelligence is considered a tool that supports students in creating academic texts, planning text structure, expressing ideas in a logical sequence, identifying lexical and grammatical errors, editing, and revising texts. The didactic potential of GenAI tools is analyzed based on Umaralieva’s quasi-experimental study conducted with Uzbek students, research by Khodabande, Qosimov, and Umarova on academic writing activities using ChatGPT, Yangiboyeva’s model of applying generative AI as cognitive scaffolding, and Turdibekova’s perspectives on trends in Uzbekistan’s academic environment. At the same time, the risks associated with excessive reliance on AI-generated texts, the decline of students’ independent thinking, misinformation, academic integrity, and authorship are also examined. The article substantiates that the effectiveness of generative AI depends not on using it merely as a text generator but rather as a cognitive and linguodidactic assistant under the supervision of the teacher.
References
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