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Eldor Erkinovich Rajabov
Bukhara State Pedagogical Institute, Bukhara, Uzbekistan
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

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Enhancing EFL Learners' Coherent Expression Competence With The Help Of Artificial Intelligence Eldor Erkinovich Rajabov
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.851

Abstract

Improving learners' capability to express their views coherently is one of the common challenges in the classrooms of English as a Foreign Language (EFL). Even though learners often show adequate vocabulary and good knowledge in grammar, many of them face challenges when it comes to organizing ideas in a logical way and creating coherent verbal and written discourse. The current study suggests a Four-Stage AI-Supported Instructional Model which is designed to develop students' coherent expression ability through communicative and technology-assisted instruction. The methodology includes idea generation, logical planning, coherent production, and reflective revision with the pedagogical use of artificial intelligence tools. A quasi-experimental design among secondary school EFL learners was implemented to test how the proposed model could work. To evaluate students' progress, Classroom observations, speaking and writing assessment rubrics, and learner feedback were used. The results show that structured communicative activities assisted by AI-supported feedback can promote students' confidence, discourse organization, and logical sequencing of ideas. The current instructional model proposes practical implications for English language teachers looking for the ways to integrate modern educational technologies in communicative language teaching.
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