THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING ENGLISH LANGUAGE TEACHING AND LEARNERS’ COMMUNICATIVE COMPETENCE

Abstract

This article examines the potential role of artificial intelligence (AI) in English language
teaching, with particular attention to learners’ communicative competence. Using a qualitative,
literature-based approach, the article synthesizes selected research on communicative language
teaching, computer-assisted language learning, and the use of AI in education. The analysis
identifies opportunities for AI-supported speaking practice, individualized feedback, vocabulary
development, reading and listening support, writing revision, and the preparation of
differentiated teaching materials. It also highlights limitations, including inaccurate outputs,
context-insensitive feedback, privacy concerns, unequal access to technology, and the risk of
learner overdependence. The article argues that AI is most beneficial when its use is guided by
clear learning outcomes, teacher supervision, critical verification, and opportunities for
interaction with real people. The discussion also considers the relevance of established Uzbek
scholarship on foreign-language teaching methodology. It concludes that AI should
complement, rather than replace, teachers and human communication in English language
education.