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compared to those who followed traditional instruction alone. The results support
the importance of guided interaction and child-centered learning in early language
education. AI applications can provide individualized feedback and extended
speaking practice, complementing teacher instruction rather than replacing it.
Although the study was conducted over a short period and within one kindergarten,
the findings highlight the potential of AI as a supportive educational tool. Future
research may explore longer intervention periods and larger participant groups to
further examine the impact of AI in preschool language development.

REFERENCES
1. Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.
2. Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
3. Buddy.ai. (n.d.). AI-powered English learning application for children.
Retrieved from https://buddy.ai

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II SHO‘BA:

Ta’lim jarayonida sun’iy intellekt texnologiyalarini joriy etishning nazariy
asoslari va konseptual yondashuvlari
https://www.asr-conference.com/