ARTIFICIAL INTELLIGENCE IN EFL CLASSROOMS: A STUDY OF ADAPTIVE FEEDBACK AND LEARNER AUTONOMY

This study investigates the role of artificial intelligence (AI) in enhancing adaptive feedback and fostering learner autonomy in English as a Foreign Language (EFL) classrooms. The increasing use of AI-powered tools, such as intelligent tutoring systems, automated writing evaluators, and adaptive vocabulary platforms, has transformed traditional pedagogical models by offering individualized feedback and encouraging self-regulated learning. This research adopts a mixed-methods approach, combining classroom-based experimentation with survey and interview data from secondary-level EFL learners in Uzbekistan. The findings reveal that AI-supported feedback systems significantly improved learners’ accuracy in writing and speaking tasks, while also promoting greater responsibility for self-directed learning. However, challenges such as over-reliance on AI, teacher preparedness, and unequal access to technology were identified. The study concludes that AI can be an effective pedagogical tool for balancing teacher guidance and learner autonomy if implemented with critical awareness of contextual constraints.