Methodological Foundations and Empirical Analysis of AI Integration in EFL Secondary Education: A Case Study of Osh, Kyrgyzstan
DOI:
https://doi.org/10.65469/eijournal.2026.1.9Keywords:
Artificial Intelligence (AI) in education, English as a Foreign Language (EFL), Hybrid Learning Model, Secondary Education, Station Rotation, Foreign Language Anxiety, Linguistic ProficiencyAbstract
The article examines the impact of Artificial Intelligence (AI) tools on the process of teaching English in secondary schools. The research is based on an eight-week experiment conducted in the city of Osh. The study analyzes changes across the four language skills and the level of students' foreign language anxiety. The results confirm the hypothesis that the "Teacher + AI" hybrid learning model outperforms traditional methodologies in terms of writing accuracy and speaking fluency.
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