The Integration of Artificial Intelligence in English Language Teaching: Opportunities and Challenges
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Annotatsiya
This article examines how artificial intelligence (AI) is reshaping English language teaching (ELT) practice,focusing on the opportunities that AI-driven tools offer for personalized instruction, automated feedback, and learnerautonomy, as well as the pedagogical, ethical, and institutional challenges that accompany their adoption. Drawing on areview of recent empirical and theoretical literature published between 2020 and 2026, together with the author’s classroomobservations in a private secondary school in Khorezm, Uzbekistan, the study applies a qualitative document-analysismethod to identify recurring themes across the literature. The findings indicate that AI applications such as intelligenttutoring systems, automated writing evaluation tools, speech-recognition software, and conversational chatbots canenhance learner motivation, provide immediate corrective feedback, and support differentiated instruction. At the sametime, the review highlights persistent concerns regarding data privacy, algorithmic bias, over-reliance on machine-generatedoutput, the erosion of academic integrity, and unequal access to digital infrastructure, particularly in low-resourceeducational settings such as rural Uzbekistan. The article concludes that AI should be positioned as a complementarypedagogical resource rather than a replacement for the teacher, and it proposes a set of practical recommendations forteacher training, curriculum design, and policy development aimed at responsible AI integration in ELT