EFFECTIVENESS OF DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE APPLICATIONS IN TEACHING FOREIGN LANGUAGES FOR FIRST-STAGE STUDENTS

Abstract

This article analyzes the effectiveness of artificial intelligence (AI) and digital tools in teaching foreign languages to first-year university students. It traces the evolution of Computer-Assisted Language Learning (CALL) and evaluates the practical outcomes of applications such as ChatGPT, Duolingo, and ELSA Speak. Furthermore, by benchmarking against the educational experiences of South Korea, Finland, the study identifies the technical, methodological, and regulatory gaps within Uzbekistan's education system. Empirical data demonstrates that AI-assisted learning can improve student academic performance by up to 62% and significantly enhance independent learning skills. Ultimately, the paper highlights weak digital infrastructure, a shortage of Uzbek-language adaptive platforms, and the absence of a dedicated legal framework as the primary barriers to integration in Uzbekistan.