A Comparative Analysis of Second Language Acquisition Rates Between Artificial Intelligence Mediated Instruction and Traditional Classroom Environments

Abstract

Second Language Acquisition is one of the key factors in higher education since proficiency in English helps students to communicate effectively, gain access to research materials, and build careers globally. For Uzbekistani students, there is now a growing need for better approaches to learning English, which include improving their vocabulary, grammatical skills, pronunciation, reading, writing skills, engagement, and confidence levels. This paper examines how the second language acquisition process differs for students taught using AI compared to classroom teaching in the case of Uzbekistani universities. The methodology for the experiment involved dividing students into two groups: an experimental group and a control group. The experimental group underwent AI learning while the control group studied using traditional classroom teaching. AI-mediated approach included such components as adaptive learning, grammar correction, speech recognition, automated assessment, instant feedback, and performance analysis. It was found that second language acquisition was much higher for students who learned through AI. The findings from the statistical analyses also showed significant differences, with a p-value less than 0.001 and medium to large effects. It can be inferred that AI-assisted instruction may contribute to speeding up the process of learning a second language, since it provides personalized practice, frequent exposure, and feedback. From the results obtained above, it follows that Uzbek educational institutions may enhance the process of learning English by combining AI and human guidance.