Keywords
How to Cite
Abstract
This thesis examines how artificial intelligence can be integrated into methodology for developing academic English proficiency in teacher education. The aim is to justify a didactic model combining formative assessment, adaptive practice, and feedback literacy. The methodology includes conceptual analysis, design based research logic, and evaluative criteria aligned with outcomes. Scientific novelty lies in a staged AI supported methodology emphasizing transparency, academic integrity, and measurable communicative gains.
References
1. UNESCO. Guidance for generative AI in education and research. Paris: UNESCO, 2023. 64 p.
2. Passov E. I. Kommunikativnyy metod obucheniya inostrannomu govoreniyu. Moscow: Prosveshchenie, 1991. 223 p.
3. Hattie J., Timperley H. The power of feedback. Review of Educational Research. Washington, DC: American Educational Research Association, 2007. Vol. 77, No. 1. P. 81–112.
4. Nation I. S. P. Learning vocabulary in another language. Cambridge: Cambridge University Press, 2001. 477 p.
5. Jalolov J. J. Chet til o‘qitish metodikasi. Toshkent: O‘qituvchi, 2012. 432 b.