The influence of artificial intelligence (AI) on the field of language learning and teaching is no longer a distant prediction—it is now a present reality. In contexts like Uzbekistan, where English as a Foreign Language (EFL) education has become both a national priority and a social necessity, AI technologies are increasingly finding their place in classrooms, teacher training programs, and digital learning platforms. This article explores how AI is reshaping the linguistic, pedagogical, and emotional dimensions of EFL education in Uzbekistan. It reflects on the role of AI not only as a tool but also as a linguistic phenomenon that interacts with the learner’s mind, motivation, and learning strategies. Drawing upon both global research and personal observation, the paper presents a human-centered narrative about opportunities and ethical concerns, innovations and misalignments, hopes and fears—all grounded in the realities of EFL classrooms. Ultimately, this research argues that AI will not replace language teachers but will reshape their roles, requiring a critical, linguistically-informed, and culturally sensitive approach to integration.

Artificial Intelligence, Language Learning, Teaching Innovation

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