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Abstract
The rapid development of generative artificial intelligence (GenAI) technologies has created new opportunities for improving students’ active participation in English as a Foreign Language (EFL) learning environments. This thesis explores the role of generative AI-based learning activities in increasing learners’ engagement, interaction, and involvement in the language learning process. The study examines how AI-supported activities, including conversational practice, personalized writing tasks, adaptive exercises, and interactive feedback mechanisms, contribute to creating more dynamic and learner-centered EFL classrooms. Generative AI tools provide students with opportunities for continuous language practice, immediate feedback, and individualized learning support, which can encourage active participation and reduce barriers related to language anxiety and limited classroom interaction. The research emphasizes that AI-based activities should be designed not as substitutes for traditional teaching methods, but as complementary instruments that stimulate communication, collaboration, critical thinking, and independent learning.
The thesis highlights the importance of pedagogically grounded integration of generative AI into EFL instruction. Effective implementation requires carefully designed tasks that motivate students to analyze, create, discuss, and reflect on AI-generated content. The findings suggest that generative AI-based learning activities can significantly contribute to increasing students’ participation, improving learner autonomy, and developing more interactive foreign language learning environments.
References
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Ushbu manbalar “ENHANCING EFL STUDENTS’ ACTIVE