Kalit so‘zlar
Abstrak
Lesson planning, materials development, language skills practice, and feedback and assessment can be provided by AI tools. Yet, more than technical familiarity with AI is required for effective usage. It is very necessary for future English teachers to understand AI limitations, clearly evaluate its inputs, ethical usage consideration, and appropriate pedagogical decision making. This paper concentrates on AI literacy in Uzbek TESOL teacher education and proposes a context- sensitive framework for its improvement. Based on recent survey on teacher AI competency and language-teacher GENAI literacy, AI literacy is conceptualized as a professional competence including AI knowledge, critical evaluation, pedagogical integration, ethical responsibility, and reflective judgment in this paper. This paper concentrates on international frameworks support a beneficial base but can not be transferred unchanged to Uzbekistan. In order to connect general AI competencies with the specific professional requirements of English language teaching and the realities of Uzbek teacher education A context-sensitive approach is necessary.
References
Huang, T., Wu, C., & Wu, M. (2025). Developing pre-service language teachers’ GenAI literacy: An interventional study in an English language teacher education course. Discover Artificial Intelligence, 5, 163. https://doi.org/10.1007/s44163-025-00435-1
Kohnke, L., & Zou, D. (2025). Artificial intelligence integration in TESOL teacher education: Promoting a critical lens guided by TPACK and SAMR. TESOL Quarterly, 59(S3), S267–S278. https://doi.org/10.1002/tesq.3396
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO.
Wang, Y., Derakhshan, A., & Ghiasvand, F. (2025). EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study. System, 133, 103791. https://doi.org/10.1016/j.system.2025.103791
Nabhan, S., & Habók, A. (2026). Language teachers’ AI literacy: A psychometric study based on the ED-AI framework. Computers and Education: Artificial Intelligence, 10, 100583. https://doi.org/10.1016/j.caeai.2026.100583
Kohnke, L., Zou, D., Lai, C., & Gu, M. M. (2026). Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy. Computers and Education: Artificial Intelligence, 10, 100617. https://doi.org/10.1016/j.caeai.2026.100617
Williams, A. (2026). An integrated AI literacy framework for higher-education teachers: A critical review and conceptual synthesis. Cogent Education, 13(1), 2698137. https://doi.org/10.1080/2331186X.2026.2698137
Eedelouei, S. (2026). Factors influencing language teachers’ judgements and decision-making about the use of generative AI tools: A systematic review. Teaching and Teacher Education, 171, 105333. https://doi.org/10.1016/j.tate.2025.105333
Lu, X., Zaitseva, A., & Troyan, F. J. (2026). AI literacy: A core practice in world language education. Foreign Language Annals, 59(1), 9–33. https://doi.org/10.1111/flan.70037
Zhang, Y., Qiu, X., & Wang, J. (2026). A systematic research synthesis of generative AI literacy in English language education. Discover Artificial Intelligence, 6, 1074. https://doi.org/10.1007/s44163-026-02178-z