BEYOND THE BOT: LEVERAGING GENERATIVE AI AS A WRITING MENTOR FOR UZBEK EFL LEARNERS

Abstrak

For many students in Uzbekistan, the transition from local thought patterns to English academic writing is a complex process. It is often a struggle to avoid literal translations and "Uzlish" structures. This paper discusses how generative AI, specifically ChatGPT and Gemini, can be integrated into the EFL (English as a Foreign Language) classroom as a supportive tool rather than a replacement for critical thinking. Instead of simply generating essays, we examine a more practical "tutor-mode" approach. This involves using AI to identify repetitive errors and suggest contextual synonyms that fit the specific tone of the writing. By analyzing the student-AI interaction, the study suggests that these tools can bridge the gap in environments where personalized feedback from instructors is limited. Ultimately, the goal is to show that when used as a reflective mentor, AI helps learners develop a more natural and sophisticated writing style without compromising academic integrity.