The rapid evolution of artificial intelligence (AI) has begun to transform language education, offering adaptive, data-driven approaches that are especially valuable in the formative years of schooling. This article investigates how AI-based solutions—ranging from adaptive learning environments and natural-language-processing chatbots to automated speech-recognition tutors—can enrich English instruction in grades 1–4. Drawing on a mixed-methods design that combined classroom interventions in three Uzbek primary schools with longitudinal analytics from an adaptive learning platform, the study tracked 216 pupils over two academic terms. Quantitative results demonstrate statistically significant gains in vocabulary depth, phonological awareness and reading fluency, while qualitative classroom observations reveal heightened learner motivation and more diversified teacher feedback loops. The findings highlight the importance of carefully aligned human–AI pedagogy: when algorithms personalise pacing, error correction and multimodal stimuli, teachers gain time for higher-order formative assessment and socio-emotional support. The discussion situates these outcomes within sociocultural theories of early literacy and argues that equity of access, ethical data stewardship and teacher professional development are pre-conditions for sustainable AI integration.

Artificial intelligence, early literacy, primary education

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