Artificial Intelligence-Based Tools and English Language Proficiency Among University Students in Uzbekistan: A Prisma-Guided Systematic Review

Artificial intelligence (AI) is rapidly reshaping English language education through generative chatbots, automated writing evaluation, intelligent tutoring systems, speech-recognition applications, adaptive learning environments, and AI-supported feedback. This PRISMA-guided systematic review synthesizes recent international and Uzbekistan-specific evidence on the effectiveness of AI-based tools in improving English language proficiency among university students. The review focuses on writing, speaking, reading, listening, vocabulary, feedback, motivation, engagement, and learner autonomy. Meta-analyses and systematic reviews generally report positive effects, particularly for productive skills and individualized feedback, but they also reveal substantial heterogeneity across technologies, intervention duration, learner profiles, and research designs. Evidence on ChatGPT and related generative AI tools suggests benefits for idea generation, revision, conversational practice, and autonomous learning, while highlighting risks related to inaccurate information, overreliance, academic integrity, privacy, and uneven AI literacy. Emerging studies from Uzbekistan confirm strong interest in AI-supported language learning and indicate potential benefits for writing and vocabulary development, although local evidence remains smaller and methodologically less mature than the international literature. The review concludes that AI is most effective when integrated into structured pedagogy, combined with teacher guidance, and supported by explicit AI literacy and ethical-use practices.