,
Mamun University Uzbekistan
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Jizzakh branch of the National University of Uzbekistan named after Mirzo Ulugbek , Jizzakh , Uzbekistan
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Tashkent University of Information Technology , Tashkent , Uzbekistan
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Tashkent University of Information Technology , Tashkent , Uzbekistan
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Branch of Kazan Federal University Uzbekistan
,
Tashkent University of architecture and civil engineering Uzbekistan
,
Jizzakh State Pedagogical University , Jizzakh , Uzbekistan
Bukhara State Medical Institute , Bukhara , Uzbekistan
In the modern world of education, the use of Artificial Intelligence (AI) in language learning has caused a shift in approach, particularly in AI-enabled technical universities where learning the English language is critical for academic success and employment opportunities worldwide. This paper examines the concepts, design, and consequences of AI-enabled language laboratories in the context of applied higher education and focuses on the strengthening of English competencies among students of engineering and technology. While traditional language labs are beneficial, they rarely offer personalization when it comes to learning pathways, instant feedback, and content adaption. AI-integrated language labs solve these problems using Natural Language Processing (NLP) algorithms, speech recognition capabilities, machine learning, and conversational AI to provide intelligent, interactive, and self-directed language learning. These smart labs can track learner milestones and diagnose specific difficulties such as pronunciation, grammar, vocabulary, or fluency. In addition, AI-powered virtual tutors, chatbots, and voicing teaching aids foster automation of self-evaluation and practice, allowing users to develop their writing and speaking skills beyond the class context. This paper discusses the case studies and other working data recorded from various technical universities that have adopted language learning platforms powered with AI technology. The results note positive gains on students’ engagement with lessons alongside easing students' language-related anxiety, in addition to improvements with learners' listening, speaking, reading, and writing (LSRW) skills. There is also discussion on how AI aids in the differentiation of instruction for self-paced and problem-based personalized learning that permits instructors to shift focus from repetitive teaching to structural mentoring. This study also analyses the lack of infrastructure necessary to support the deployment of AI systems alongside data privacy issues, unused resources prone to faculty burning out and teaching-strategies-silo-thinking exhaust, as challenges with implementing the technology. As per request, there is a provided enduring plan for taking AI language labs and weaving them into the technical curriculum through both institutional and industry frameworks.
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