STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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Platformalardagi interaktiv elementlar, individual yondashuv va real vaqtli tahlillar o‘quvchilarning
o‘rganish jarayonini optimallashtirib, ularning motivatsiyasini oshirdi.Shu bilan birga, sun’iy intellekt
texnologiyalari o‘quvchilarga bilimlarni shaxsiylashtirilgan tarzda taqdim etish imkonini yaratdi.
Duolingo kabi platformalar til o‘rgatishda foydalanuvchilarning zaif tomonlarini aniqlab, ularni
mustahkamlashda yordam beradi, bu esa o‘rganish samaradorligini oshiradi. O‘qituvchilarning 85%
si baholash tizimining avtomatlashtirilgani ularning vaqtini tejash va o‘quvchilarning yutuqlarini tez
va samarali baholash imkonini berdi.Biroq, bu texnologiyalarning joriy etilishida ba’zi cheklovlar
ham mavjud.
FOYDALANILGAN ADABIYOTLAR:
1.
Alenezi, A. (2024).
Evaluating the Effectiveness of AI-Powered Adaptive Learning Systems in
Secondary Schools
. International Journal on Studies in Education (IJonSE). (PDF) Evaluating
the Effectiveness of AI-Powered Adaptive Learning Systems in Secondary Schools
2.
U.S. Department of Education. (2023).
Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations
.
3.
Joshi, A. (2023).
Adaptive Learning through Artificial Intelligence
.
4.
Sajja, R., et al. (2023).
Artificial Intelligence-Enabled Intelligent Assistant for Personalized
and Adaptive Learning in Higher Education
.
5.
Jabbour, J., et al. (2025).
SocratiQ: A Generative AI-Powered Learning Companion for
Personalized Education and Broader Accessibility
.
6.
Ng, A. (2025).
Google Brain founder Andrew Ng's startup wants to use AI agents to redefine
teaching
. Business Insider.
THE ROLE OF DICTIONARIES AND LANGUAGE LEARNING
Mambetniyazova Hurliman Maratovna
1
st
year student, Faculty of Foreign language and literature,
Karakalpak State University named after Berdak
Khodjaniyazova Umida
PhD, Karakalpak State University named after Berdak
Abstract.
This article discusses the role that dictionaries play in language learning, with their
importance in promoting lexical competence and learner independence at the forefront. Bilingual
dictionaries and monolingual dictionaries are contrasted, challenges in dictionary usage highlighted,
and the necessity for school dictionaries suited to learner age. The research supports dictionary
training in classrooms to enhance learners' abilities and optimize gains in dictionary usage promoting
language acquisition.
Keywords:
Dictionaries, language learning, bilingual dictionaries, vocabulary acquisition,
educational tool, language teaching, school dictionaries.
Introduction
.
A dictionary is a reference book that lists words from a language, usually in
alphabetical order, together with details about their etymologies, spellings, idiomatic usages, forms,
pronunciations, and meanings. Most of this information cannot be found in other reference books.
When using dictionaries, there are a number of benefits to take into account. Even a poor bilingual
dictionary can serve as a useful reference tool and help during the very early phases of learning. In
language learning and teaching process the importance of using dictionaries cannot be denied. The
dictionary may be a very helpful learning tool, as is shown, especially as it helps students become
more self-reliant on their teachers.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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Methodology
.
If the students learn how to use a dictionary effectively, then the dictionary can
be a very helpful resource for their studies. Selecting the meaning that is appropriate for a particular
context will be made easier with training in the correct usage of dictionaries. The most crucial
fundamental ability in dictionary use is the ability to locate a word or phrase that one is looking for.
Then, one has to fınd out the meaning of the word, however, there is a problem of choosing of
appropriate meaning to the given context when several meanings are defined. For instance, we can
identify many senses of the word "book" by means of a dictionary exploitation.
1. His desk was covered with piles of books. (printed book)
2. They’ve opened a book on who’ll win the Championship. (for betting)
3. She had plenty of book learning but no hands-on experience. (derived from books and not
from practical experience)
4. They booked two seats at the theater. (to reserve in advance)
5. John Salvador was booked on suspicion of murder (to enter charges against in a police register)
6. We booked out of there. (slang; leave, go)
Every statement can be understood differently due to contextual clues and different dictionary
definitions for the same term, as can be observed when looking at the dictionary definitions and
example sentences above. Therefore, it is safe to advise language students to analyze the different
meanings of an unknown word by means of dictionary usage.
Result and discussion. The most popular dictionaries among foreign language learners are
bilingual and monolingual ones. While monolinguals are preferred by teachers for their long-term
advantages, bilingual dictionaries are typically preferred by students because they provide immediate
delight. The question "Which dictionary serves the learner best?" is challenging to answer. Bilingual
dictionaries are typically used in the early phases of language acquisition and can assist the student in
resolving terminological issues, provided that the new word has few entries. Because many bilingual
dictionaries only provide translations for individual words, learners are always going to make
mistakes. Using a dictionary in class is essential, because it stimulates the development of the lexical
competence, which constitutes a part of linguistic competence. The latter is one of the main
components of the communicative competence, the development of which is the fundamental goal of
English language lessons in school. According to the English curriculum, pupils should learn to use
dictionaries, for example the general purpose English monolingual dictionary, in grades 7–9 (for
pupils aged 12–14). Secondary school dictionaries of English do not (yet) exist, but there are a few
primary school dictionaries that is dictionaries for children aged 6–10. They are of a modest size and
design. If they use a dictionary, then they use types of dictionary, which requires a high level of user
competence and skills, and this makes it inappropriate for classroom purposes. Interestingly, it seems
sensible to differentiate between dictionaries for pre - scholars and dictionaries for primary and
secondary school children. Landau (2001) divides children’s dictionaries into three tiers: dictionaries
for children aged 8–10; for children aged 11–14/15; and for children aged 14–18 [1; 21].
Using a dictionary is a complex process, but this should not be overestimated; every average adult
user of a language has the necessary skills [2; 226]. The fact that dictionary users do not know
dictionaries very well and cannot make use of all that they offer has been confirmed by my teaching
experience. Despite having completed secondary school, English undergraduate students should have
learned how to use language reference books, but many of them lack the skills necessary to use
dictionaries and obtain the information they need. Two things are required in order to bring
dictionaries closer to their users: making them better and easier to use, and training users so that they
become more competent.
This is best achieved through the education system, by having pupils regularly use dictionaries in
class. It is important to form the habit of using a dictionary early in life [1; 26], and this can be achieved
with the primary school dictionary.
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School dictionaries are meant for school-age children. The selection of entry words, the definition
language, the quantity of information on entry words to be included, the microstructure, the manner
of presentation, and the appearance of the dictionary, therefore, differ from those typical of
dictionaries for adults. Dictionaries should be adapted to users’ skills, which is why a single school
dictionary for all ages and grades is inappropriate.
The characteristics of primary school dictionaries can be summarized as follows: the wordlist and
language used in the dictionary should be adjusted to the target users’ cognitive capacities. This means
that definitions should be phrasedusing simpler vocabulary and that certain senses of polysemous
lexemes should be left out. Additionally, the amount of information that is presented should be kept
to a minimum; for example, etymology is typically left out. Colors and quality illustrations should be
used, including photographs, drawings and diagrams appearing in the text to clarify the meanings of
headwords. Whether or not to include an illustration and what should it be like must be a matter of
thorough consideration.
What the dictionary looks like is also important: usually they are of a larger format with carefully
selected typography. A dictionary should be attractive rather than dull, which means that clutter,
information overload, too many links, and obtrusive and redundant ads should be avoided. A
dictionary page should be user-friendly, colorful, not cramped, with sufficient white space and an
appropriate font size, instead of black-and-white, with high text density or in flashy colors.
Students can acquire a wealth of knowledge about words and their usage through dictionaries.
Using dictionaries is one overt method of learning a foreign language.
Over the past few decades, researchers and language teachers have taken different views of
explicit vocabulary learning in foreign language classrooms. Knight talks about the change in the
focus of vocabulary instruction and learning: "The pendulum has swung from direct instruction of
vocabulary (the grammar translation method) to incidental instruction (the communicative approach)
and now, laudably, back to the middle: implicit and explicit learning." [3; 285]As dictionary use
clearly requires explicit attention to words and their usage, these different approaches have also
affected the extent to which dictionary use has been encouraged in class.
Conclusion
.
A number of arguments have been made against the use of dictionaries in foreign
language classes, including the belief that they prevent students from mastering critical abilities like
context-based guessing. Careless dictionary use can also occasionally result in serious mistakes.
These might lead teachers to think that dictionaries are not at all helpful in language learning.
Nevertheless, there is evidence of the usefulness of dictionaries in the learning of foreign language
vocabulary.
Referenses:
1. Landau, S.I. Dictionaries: The Art and Craft of Lexicography. Second
Edition. - New York/Cambridge: Cambridge Univ. Press, 2001.
2. Béjoint, Henri. The Lexicography of English. - Oxford: Oxford Univ. Press,
2010.
3. Knight, S. Dictionary use while reading: The effects on comprehension and
vocabulary acquisition for students of different verbal ability. The Modern
Language Journal. No.78(3), 1994. – pp. 285-299. https://www.merriam-
webster.com/dictionary/book#dictionary-entry-3
4. Khodjaniyazova, U. K. . (2021). SIMILARITIES AND DIFFERENCES OF SPOKEN AND
WRITTEN LANGUAGE. CURRENT RESEARCH JOURNAL OF PEDAGOGICS, 2(08), 20–
23. https://doi.org/10.37547/pedagogics-crjp-02-08-06
5. Ходжаниязова , У. (2023). Воздействие эмоционального компонента на процесс
обучения иностранному языку. Общество и инновации, 4(9/S), 15–18.
https://doi.org/10.47689/2181-1415-vol4-iss9/S-pp15-18
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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6. Мамутова, Ю. (2023). Цифровые технологии и развитие навыков чтения у
старшеклассников: исследование в Республике Каракалпакстан. Ренессанс в парадигме
новаций образования и технологий в XXI веке, 1(1), 406–408.
https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp406-408
THE IMPACT OF ARTIFICIL INTELLIGENCE (ChatGPT) TOOLS ON ENGLISH
LANGUAGE LEARNING AMONG UNIVERSITY STUDENTS
Mambetova Kamola Norxon qizi
2
nd
year bachelor, faculty of foreign languages
Karakalpak State University
Annotation:
This article delves into the dynamic field of integrating Artificial Intelligence (AI)
into English Language Teaching (ELT), a burgeoning area of research with profound implications for
educators and learners alike. It aims to unfold the complex interplay between innovative AI tools and
traditional teaching methodologies, examining how the former can enhance language learning
outcomes and personalize education. The article also tackles the issue of cultural and linguistic
inclusivity, stressing the need for AI tools to represent and accommodate the diverse linguistic
landscape of global learners. Furthermore, it discusses the delicate balance between leveraging
technology and retaining the essential human elements of teaching, suggesting ways to integrate AI
tools without diminishing the role of traditional, interactive pedagogies. The article concludes by
emphasizing the need for ongoing research and development to address the unresolved challenges and
harness the full potential of AI in ELT. Through a comprehensive analysis and synthesis of current
research, the article provides valuable insights for educators and developers looking to navigate the
promising yet complex terrain of AI in language education.
Key words:
artificial intelligence, English language teaching, language learning tools, language
learning outcomes
Problem statement. In the realm of education, the advent of artificial intelligence (AI) heralds a
transformative era, particularly within the domain of English Language Teaching (ELT). As we
embark on this journey of “Integrating Artificial Intelligence in English Language Teaching,” we
delve into the multifaceted potential and the inherent challenges of employing AI tools. This
exploration is not merely about the adoption of new technology; it’s about revolutionizing the way
language is taught and learned. AI’s promise in personalizing learning experiences and enhancing
language outcomes beckons educators and learners alike to reimagine traditional methodologies. Yet,
alongside its potential, the integration of AI in ELT presents a complex landscape of technical, ethical,
and pedagogical challenges that must be navigated with care [3] This discourse aims to unravel these
layers, offering insights into how AI can enrich language learning while addressing the critical
considerations that come with its integration [2]
In the context of integrating Artificial Intelligence (AI) into English Language Teaching (ELT),
the problem statement can be broadly outlined as exploring the dynamic interplay between innovative
AI tools and traditional language teaching methodologies. This exploration seeks to understand how
AI can enhance language learning outcomes and personalize education while navigating the potential
challenges and implications of such integration. The core of this problem is rooted in two intersecting
domains: the rapidly advancing field of AI technology and the ever-evolving landscape of language
education[2]
The integration of AI in ELT brings forth a series of significant scientific and practical tasks.
Understanding the capabilities of AI in language learning, including natural language processing,
adaptive learning algorithms, and personalized content delivery. This involves researching how AI
