Artificial intelligence (AI) has emerged as a transformative force in higher education, reshaping the ways in which students acquire knowledge and develop language skills. Among recent AI-driven innovations, ChatGPT has attracted considerable attention for its ability to facilitate interactive, personalized, and context-sensitive language learning. Vocabulary knowledge, as a fundamental component of lexical competence, plays a central role in learners' communicative ability, reading comprehension, writing proficiency, and overall language development. Despite growing interest in AI-assisted language learning, empirical research examining the contribution of ChatGPT to vocabulary development remains limited, particularly within the context of higher education in developing countries. The present study investigates the potential of ChatGPT as an instructional tool for enhancing English lexical competence among university students. Specifically, the study explores how AI-assisted vocabulary learning supports vocabulary acquisition, contextual word usage, collocation development, lexical retention, and learner autonomy. Employing a quasi-experimental mixed-methods design, the research proposes comparing students who receive ChatGPT-supported vocabulary instruction with those who follow conventional vocabulary learning approaches. Data collection includes vocabulary achievement tests, learner perception questionnaires, classroom observations, and semi-structured interviews. Quantitative data are analyzed using descriptive and inferential statistics, while qualitative findings provide deeper insights into students' experiences and attitudes toward AI-assisted learning. The study is expected to contribute to the growing body of literature on artificial intelligence in language education by providing evidence of ChatGPT's pedagogical value in vocabulary instruction. Furthermore, the findings may assist educators, curriculum designers, and higher education institutions in integrating generative AI technologies into English language teaching in an effective, ethical, and learner-centered manner.

The expansion of English Medium Instruction (EMI) in higher education has intensified the need for pedagogical approaches that sustain student motivation in linguistically demanding environments. While existing research highlights the challenges of EMI, less attention has been paid to human-centered teaching frameworks that prioritize learners’ psychological and cognitive needs. This paper proposes anthropocentric teaching as a conceptual framework for enhancing student motivation in EMI contexts. Drawing on Self-Determination Theory and contemporary research in applied linguistics, the study develops a model that integrates autonomy, competence, and relatedness with learner-centered instructional practices. The paper argues that anthropocentric teaching can mitigate the motivational challenges associated with EMI by aligning pedagogy with students’ individual needs, experiences, and identities. The framework is contextualized within Uzbek higher education and offers practical implications for teaching and curriculum design.

This article examines the issues of developing deontological competence among undergraduate students majoring in religious studies through the process of teaching English. The study emphasizes the importance of moral qualities such as humanism, patriotism, national pride, internationalism, justice, benevolence, duty, dignity, responsibility, conscience, honesty, truthfulness, and high standards, which are essential for professionals, particularly specialists in the field of religious studies. It is substantiated that the integration of the four core language skills—reading, writing, listening, and speaking—with deontologically oriented materials facilitates a deeper acquisition of professional ethical standards by students. The research findings provide practical recommendations for improving English language teaching in religious studies education based on a deontological approach.

This article explores common colloquial molds and their role in the realization of politeness strategies in contemporary English discourse. The study is conducted within the framework of pragmatics and sociolinguistics, focusing on how everyday conversational expressions contribute to maintaining social harmony and managing interpersonal relations. Relying on the politeness theory developed by Brown and Levinson, the paper analyzes the use of positive politeness, negative politeness, off-record, and bald on-record strategies in spoken English. Particular attention is paid to such linguistic devices as modal verbs, indirect requests, hedging expressions, inclusive forms, and compliment strategies, which serve to mitigate face-threatening acts in communication. The findings demonstrate that colloquial molds function not merely as informal speech elements but as effective pragmatic tools that enhance communicative efficiency and politeness. The study emphasizes the importance of pragmatic competence in English language learning and intercultural communication.

This article analyzes the role and methodological approaches of artificial intelligence (AI) technologies in the formation of independent English language learning competence in higher education institutions. Independent learning competence refers to a student's ability to self-develop, independently acquire language skills, and effectively use digital tools. The article proposes a methodology for individualizing the learning process, increasing motivation, and developing metacognitive strategies using AI tools — chat bots, language applications, and automatic analysis platforms. The effectiveness of the methodology is also assessed based on experimental observations and recommendations are made for its application in the local educational context.

This article explores the role and effectiveness of innovative technologies in English language teaching within the context of globalization. It analyzes modern digital tools, technology-enhanced learning environments, and their influence on learners’ linguistic competence, motivation, and communicative skills. The study highlights the methodological shift from traditional classroom instruction to technology-driven approaches, emphasizing the need for teachers to adopt new pedagogical models. Recommendations are provided to ensure meaningful integration of technology into English language education.

This paper explores the agricultural terminology of the Hindi language, focusing on its origin, linguistic features, and comparison with Uzbek equivalents. The study reveals that Hindi agricultural terms have deep historical roots, derived from Sanskrit, Persian, and English, and are constantly evolving under the influence of modern technology. The analysis highlights their semantic clarity, cultural relevance, and significance for comparative linguistic research. Introduction. Language reflects every aspect of human activity, including economic and agricultural life. Agriculture plays a vital role in India’s economy, with the majority of the population engaged in farming. As a result, Hindi has developed a rich and diverse system of agricultural terminology. This thesis aims to analyze the structure, meaning, and development of Hindi agricultural terms and to compare them with similar terms in the Uzbek language.

Motivation plays a crucial role in determining learners’ success in acquiring a foreign language. This study investigates the relationship between students’ motivation and their English language achievement among university students in Uzbekistan. A quantitative correlational design was employed using a motivation questionnaire and students’ academic results. The findings revealed a significant positive correlation between motivation and English achievement, indicating that students with higher motivation levels performed better in their English courses. The study also found that intrinsic motivation had a stronger influence on achievement compared to extrinsic motivation. The results highlight the importance of motivational strategies in English language teaching and suggest practical implications for educators.

This article examines the portrayal of childhood in 19th-century English literature from social, psychological, and cultural perspectives. Excluding the works of Charlotte Bronte and Charles Dickens’ Oliver Twist, it analyzes the depictions of childhood in the works of Thomas Hardy, Elizabeth Gaskell, George Eliot, and William Wordsworth. The study explores the social issues of the Victorian era, attitudes toward childhood, and the symbolic significance of child characters. Through these portrayals, authors convey social critique and psychological insights.

This article analyzes the verbalization of the time category in the English and Uzbek languages. The study examines how time is expressed in English through auxiliary verbs and in Uzbek through affixes. In English, time is expressed in forms such as simple, continuous, perfect, and perfect continuous, whereas in Uzbek, time categories are expressed through suffixes. The article also discusses the similarities and differences between the two language systems. Understanding the time category in both English and Uzbek is crucial for students in their language learning process.

This research investigates the linguistic and cultural features of gastronomic terminology in English and Uzbek. It explores the ways food reflects traditions, values, and lifestyles, emphasizing how unique cultural contexts shape gastronomic expressions. The study compares traditional Uzbek dishes like palov and somsa with English dishes such as pie and pudding, highlighting linguistic and cultural differences. Additionally, the work examines the impact of globalization on the exchange of culinary terms between the two languages. The findings contribute to the understanding of cross-cultural communication and the role of food in fostering mutual respect.

It is known that the innovative pedagogical technologies used in the educational system today are of great importance in the effectiveness of the lesson. From this point of view, this article presents scientific conclusions about innovative technologies and their application in English language classes.