Knowledge Base

My research problem of practice focuses on the gap in awareness, training, and instruction provided to TESOL teachers in Tashkent concerning AI-assisted teaching tools. Many instructors within my context understand and are incorporating emerging technologies like ChatGPT, Grammarly, QuillBot and other educational tools into their lessons. Based on preliminary data findings, it became clear that there is a distinct lack of formal training or ethical guidelines provided by the institutions. These gaps lead to confusion, missed opportunities, and inefficient use of available resources. I am trying to address these gaps through my research by examining those challenges and figuring out practical ways to support TESOL professionals with AI integration.
The initiative “Digital Uzbekistan 2030” indicates that there is a considerable focus at the national level toward developing technology and improving the education system in Uzbekistan (Presidential Decree No. UP-6079, 2020). However, due to a lack of funding, insufficient teacher preparation, and a number of sociocultural concerns about academic integrity and the role of educators, the real integration of AI technology into regular teaching methods is still lagging behind.
There is enthusiasm and hesitation when it comes to the use of AI in the classroom among educators around the world. This is because of the conventional belief that it disrupts teacher-student interaction, educators in particular are still hesitant to use AI technologies as teaching aids. But across all cultures, there are ongoing concerns about the ethics, privacy, fairness, and reliability of AI tools, particularly when it comes to language learning and assessment.

Even though there are many studies on AI in higher education, there aren't many that specifically concentrate on TESOL educators in Central Asia or Uzbekistan. The real experiences of instructors with AI tools, the challenges they face, adoption methods and their training requirements have not received much attention in research. My research offers important information by offering context-specific insights on how TESOL instructors in Tashkent interact with AI, the challenges they come across and how they might be assisted.
I see myself as an advocate for AI assisted teaching tools in teaching languages.  I'm confident that AI will improve language teaching, but it has to be integrated mindfully and relevant to cultural frameworks, teacher independence, and learner’s needs. I advocate on Technology Acceptance Model (TAM) with Social Constructivist Theory which looks at the cultural and societal forces to explain technology use. I maintain my position in the middle ground where innovation is encouraged but also make sure policies around teaching is ethical. 

This research can be further developed by offering training sessions and workshops for TESOL educators and find out their needs. Recently, my colleague and I conducted a workshop on "Navigating AI in Education" for Webster University faculty in Tashkent, and it was well received by the participants. Future steps could also include creating policy recommendations for institutions on the use of AI in classrooms and expanding the study to other universities in Uzbekistan or Central Asia for broader comparisons.