Keywords
reflective practice
EFL teaching
metacognitive skills
learner autonomy
AI-supported learning
instructional clarity
Uzbek EFL classrooms
How to Cite
Abstract
This study aims to propose an AI-integrated reflective framework for English as a Foreign Language (EFL) teaching in Uzbekistan. Grounded in the theory of reflective practice, the research examines how artificial intelligence can support different stages of reflection– reflection-for-action, reflection-in-action, and reflection-on-action– in language learning. A short-term classroom-based quasi-experimental design was conducted among university students, employing a pre-test–intervention–post-test structure. The study also investigated the role of instructional clarity in AI-assisted performance. The findings indicate that AI tools can effectively enhance reflective thinking, metacognitive awareness, and the structural organization of learners’ responses when supported by clearly formulated written instructions and teacher guidance. However, the effectiveness of AI is dependent on learners’ metacognitive readiness and task design. The study concludes that AI should function as a pedagogical support tool rather than a substitute for teaching, emphasizing the importance of structured reflection and teacher facilitation in EFL classrooms.
References
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