Title: Methodology for Developing Primary School Students' Linguistic Competence through Artificial Intelligence Technologies in Mother Tongue Education
Authors: Olimjonova Dilnavoz Maribjon qizi
Volume: 10
Issue: 7
Pages: 219-223
Publication Date: 2026/07/28
Abstract:
The rapid development of artificial intelligence (AI) has created new opportunities for improving the quality of language education through personalized, adaptive, and learner-centered instructional approaches. This study aims to develop a methodology for enhancing primary school students' linguistic competence through the integration of artificial intelligence technologies in mother tongue education. The proposed methodology is grounded in competence-based education, constructivist learning theory, and contemporary approaches to AI-assisted instruction. A design-based research approach was employed to develop an instructional framework that integrates adaptive learning environments, generative AI applications, intelligent feedback systems, and competency-oriented assessment into primary language instruction. The methodology was designed considering the cognitive and linguistic characteristics of fourth-grade primary school students and emphasizes vocabulary development, reading comprehension, writing proficiency, oral communication, and formative assessment. The study also discusses the pedagogical roles of teachers in AI-supported classrooms and highlights the importance of ethical and responsible AI implementation in education. The proposed instructional framework demonstrates that artificial intelligence technologies can effectively support individualized learning, continuous assessment, differentiated instruction, and active student engagement when integrated through sound pedagogical principles. The findings contribute to the theoretical development of AI-assisted mother tongue education and provide practical recommendations for primary school teachers, curriculum developers, and educational policymakers seeking to integrate artificial intelligence into language teaching. The study concludes that AI should function as a pedagogical support tool that enhances rather than replaces teachers' professional expertise, thereby contributing to the sustainable development of students' linguistic competence in the digital era.