AI-SUPPORTED GAMIFICATION IN ENGLISH GRAMMAR LEARNING: ITS EFFECTS ON DEEP AND SURFACE LEARNING APPROACHES AMONG UZBEK UNIVERSITY STUDENTS
Abstract
Artificial Intelligence (AI)-supported gamification has become an important component of modern English language teaching, particularly in higher education contexts where digital technologies increasingly influence pedagogical practices. This article examines the effects of AI-supported gamification on deep and surface learning approaches among Uzbek university students studying English grammar. The study is grounded in contemporary theories of gamification, second language acquisition, and cognitive engagement. AI-based tools such as Duolingo, Quizizz, Kahoot, Grammarly, and adaptive learning systems provide immediate feedback, personalized tasks, progress tracking, and motivational mechanics that can positively influence grammar acquisition and learner autonomy. Research findings from recent international and Uzbek studies demonstrate that gamified AI environments improve motivation, participation, grammar retention, and learner confidence while reducing anxiety associated with traditional grammar instruction [1], [2], [3]. At the same time, excessive dependence on reward-based systems may encourage surface learning behaviors focused on scores rather than conceptual understanding [4]. The article analyzes methodological approaches used in recent studies and evaluates how AI-supported gamification contributes to deeper cognitive processing among university learners in Uzbekistan. The findings suggest that balanced integration of AI technologies and teacher-guided instruction can promote meaningful grammar learning and increase student engagement in EFL classrooms.