IELTS TESTIGA TAYYORLASH JARAYONIDA YOZMA VA OG‘ZAKI NUTQ KO‘NIKMALARINI RIVOJLANTIRISHDA SUN’IY INTELLEKT VOSITALARIDAN FOYDALANISH ZARURATI
Kalit so‘zlar:
IELTS, yozma nutq, og‘zaki nutq, sun’iy intellekt, tilni baholash, fikr- mulohaza, ingliz tilini o‘qitish, til kompetensiyasi.Abstrak
Mazkur maqolada IELTS testining mazmuni, tuzilishi va baholash mezonlari,
ayniqsa, yozma va og‘zaki nutq ko‘nikmalariga qo‘yiladigan kompetensiyaviy talablar
tahlil qilinadi. Tadqiqotning maqsadi IELTS testiga tayyorlashda mavjud metodik
yondashuvlarning imkoniyatlari va cheklovlarini aniqlash hamda sun’iy intellekt
vositalaridan foydalanish zaruratini ilmiy-metodik jihatdan asoslashdan iborat.
Tadqiqot nazariy-tahliliy xarakterga ega bo‘lib, hujjatlarni tahlil qilish, qiyosiy tahlil,
mazmuniy tahlil va ilmiy adabiyotlarni sintezlash usullariga tayandi. Tahlil natijalari
mahsuldor nutq ko‘nikmalarini rivojlantirish muntazam mashq qilish, individual va
mezonlarga asoslangan fikr-mulohaza (feedback) olish hamda o‘quvchining o‘z
xatolarini anglab, ularni qayta ishlashi bilan chambarchas bog‘liqligini ko‘rsatdi. Sun’iy
intellekt ushbu jarayonni qo‘shimcha mashqlar, dastlabki fikr-mulohaza (feedback) va
individuallashtirilgan topshiriqlar orqali kengaytirishi mumkin, biroq uning pedagogik
qiymati o‘qituvchi rahbarligi va natijalarni tanqidiy tekshirish bilan belgilanadi.
Библиографические ссылки
1. IELTS. IELTS Scoring in Detail: Band Scores Explained // IELTS.org. – 2026.
2. IELTS. IELTS Writing Band Descriptors. – IELTS Partners, 2023.
3. IELTS. IELTS Speaking Band Descriptors. – IELTS Partners, 2025.
4. Hattie J., Timperley H. The Power of Feedback // Review of Educational Research. – 2007. – Vol. 77, No. 1. – P.
81–112. – DOI: 10.3102/003465430298487.
5. Nicol D. J., Macfarlane-Dick D. Formative Assessment and Self-Regulated Learning: A Model and Seven Principles
of Good Feedback Practice // Studies in Higher Education. – 2006. – Vol. 31, No. 2. – P. 199–218. – DOI:
10.1080/03075070600572090.
6. Green A. Washback to Learning Outcomes: A Comparative Study of IELTS Preparation and University Pre-
Sessional Language Courses // Assessment in Education: Principles, Policy & Practice. – 2007. – Vol. 14, No. 1. – P. 75–97. –
DOI: 10.1080/09695940701272880.
7. Fleckenstein J., Liebenow L. W., Meyer J. Automated Feedback and Writing: A Multi-Level Meta-Analysis of
Effects on Students’ Performance // Frontiers in Artificial Intelligence. – 2023. – Vol. 6. – Article 1162454. – DOI:
10.3389/frai.2023.1162454.
8. Wiboolyasarin W., Wiboolyasarin K., Tiranant P., Jinowat N., Boonyakitanont P. AI-Driven Chatbots in Second
Language Education: A Systematic Review of Their Efficacy and Pedagogical Implications // Ampersand. – 2025. – Vol. 14.
– Article 100224. – DOI: 10.1016/j.amper.2025.100224.
9. Ekizer F. N. Exploring the Impact of Artificial Intelligence on English Language Teaching: A Meta-Analysis //
Acta Psychologica. – 2025. – Vol. 260. – Article 105649. – DOI: 10.1016/j.actpsy.2025.105649.
10. The Effects of AI-Assisted Feedback on Students’ Perceptions, Emotions, and Learning Outcomes in L2 Writing:
A Three-Level Meta-Analysis // System. – 2026. – Vol. 139. – Article 104018. – DOI: 10.1016/j.system.2026.104018.
11. Zawacki-Richter O., Marín V. I., Bond M., Gouverneur F. Systematic Review of Research on Artificial Intelligence
Applications in Higher Education – Where Are the Educators? // International Journal of Educational Technology in Higher
Education. – 2019. – Vol. 16. – Article 39. – DOI: 10.1186/s41239-019-0171-0.
12. UNESCO. Guidance for Generative AI in Education and Research. – Paris: UNESCO, 2023.
