THE MISSING TEACHER DIMENSION IN UZBEK EFL CLASSROOMS

AI pronunciation tools are increasingly available to EFL learners, but research shows that most students still rely on general-purpose applications rather than dedicated pronunciation software. One reason for this is that teachers are not guiding students toward better tools. Studies consistently show that EFL teachers receive little or no training in pronunciation pedagogy, and many lack confidence in their own phonetic knowledge. This paper examines why teacher readiness matters for AI-assisted pronunciation instruction, identifies three practical barriers that limit teacher adoption of these tools in Uzbek EFL settings, and suggests steps that teacher trainers and department heads can take to address these barriers. The argument is grounded in published research on teacher beliefs and technology adoption, as well as findings from the Uzbek EFL context.