FEATURES OF TEACHING ENGLISH USING ARTIFICIAL INTELLIGENCE IN A MULTILINGUAL ENVIRONMENT (UZBEK-RUSSIAN-ENGLISH)

Multilingual educational environments present unique challenges and opportunities for English language teaching, particularly when artificial intelligence tools are integrated into the pedagogical process. This study examines the distinctive features of AI-assisted English language instruction in the trilingual context of Uzbekistan, where students simultaneously navigate Uzbek (L1), Russian (L2), and English (L3) linguistic systems.

Employing a sequential explanatory mixed-methods design, the research collected quantitative data from 274 undergraduate students across three universities in Bukhara and Tashkent through a purpose-designed questionnaire measuring multilingual interference patterns, AI tool usage strategies, and English proficiency gains. Qualitative data were gathered through classroom observations (48 sessions) and semi-structured interviews with 32 students and 18 instructors. Results indicate that AI tools address multilingual interference at phonological, lexical, and syntactic levels with varying degrees of effectiveness.