HOW DOES AI CONTRIBUTE TO BOOSTING SELF-ESTEEM AMONG EFL LEARNERS? A CASE STUDY OF FERGANA STATE AND TATU UNIVERSITIES

Anastasiya Shikina

doi:10.56292/SJFSU/vol31_iss3/a46

Authors

Shikina Anastasiya Aleksandrovna

Fergana state university

https://orcid.org/0009-0007-6913-8939

DOI:

https://doi.org/10.56292/SJFSU/vol31_iss3/a46

Keywords:

Artificial Intelligence (AI), EFL learners, self-esteem, English language learning, techno-competence, learner motivation, adaptive learning tools

Abstract

This study explores the impact of Artificial Intelligence (AI) tools on the self-esteem of English as a Foreign Language (EFL) learners at Fergana State University and TATU Fergana Branch. Using a quantitative, descriptive design, data were collected from 56 participants through a structured survey. The results revealed that 85.71% of students reported increased confidence in their English abilities, while 92.85% acknowledged that AI positively contributed to skill development. Daily AI use was reported by 78.57% of respondents, indicating strong engagement. The findings confirm that personalized, adaptive AI tools enhance learners’ self-esteem, motivation, and language performance. However, concerns about reduced human interaction and digital competence gaps remain. The study emphasizes the importance of integrating AI thoughtfully into English instruction, alongside teacher training and ethical safeguards. Future research should explore long-term effects and combine quantitative data with interviews for deeper insights.

Author Biography

Shikina Anastasiya Aleksandrovna, Fergana state university

Master’s degree student, Department of English Practical Course, Fergana State University

References

Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2020). The dynamics of foreign language enjoyment: An ecological momentary assessment. Frontiers in Psychology, 11, 1391-1405.

Kabilovna, A. N., & Aleksandrovna, S. A. (2024). THE POSITIVE IMPACT OF AI ON SELF-ESTEEM AMONG EFL LEARNERS: CASE STUDIES FROM FERGANA STATE UNIVERSITY AND TUIT FERGANA BRANCH UNIVERSITY. INNOVATION IN THE MODERN EDUCATION SYSTEM, 5(45), 33-48.

Liu, S. (2022). Toward the role of L2 enjoyment in EFL students’ academic motivation and engagement. Frontiers in Psychology, 12, 822588. https://doi.org/10.3389/fpsyg.2021.822588

Murk, J. C. (2006). Self-esteem research, theory, and practice: Toward a positive psychology of selfesteem (3rd ed.). Springer.

Rubio-Alcalá, F. D. (2017). Self-esteem and self-concept in foreign language learning. In C. Gkonou, M. Daubney, & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research, and educational implications (pp. 198–206). Multilingual Matters.

Saleh, S., & Alsubhi, A. I. (2025). The role of techno-competence in AI-based assessments: exploring its influence on students’ boredom, self-esteem, and writing development. Language Testing in Asia, 15(1), 6.

Xiao, T., Yi, S., & Akhter, S. (2024). AI-supported online language learning: Learners’ self-esteem, cognitive-emotion regulation, academic enjoyment, and language success. International Review of Research in Open and Distributed Learning, 25(3), 77-96.

Zhou, T., & Lee, M. (2021). The interplay between techno-competence and learning outcomes in AI-mediated education. Journal of Educational Innovation, 25(4), 234–250.