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.人工智能发音工具（AI pronunciation tools）日益为英语作为外语（English as a Foreign Language, EFL）学习者所使用，但相关研究表明，多数学生仍依赖通用型应用程序，而非专用发音软件。造成这一现象的原因之一在于，教师并未引导学生选用更合适的工具。多项研究一致显示，英语作为外语教师几乎未接受过发音教学法相关培训，且不少教师对自身的语音知识储备缺乏自信。本文探讨了教师准备度为何对人工智能辅助发音教学至关重要，明确了乌兹别克斯坦英语作为外语教学场景中限制教师采纳此类工具的三项实际障碍，并提出了教师培训者与院系负责人可采取的针对性解决措施。本论证基于有关教师信念与技术采纳的已发表研究，以及乌兹别克斯坦英语作为外语教学场景的相关研究发现。