THE ROLE OF AI IN TEACHING ENGLISH AS A SECOND LANGUAGE FOR CYBERSECURITY STUDENTS

Aminaxon Xushmamatova

doi:10.5281/zenodo.20303846

Mualliflar

Xushmamatova Aminaxon Rustam qizi “Cyber University” State University, Senior teacher, Department of “Foreign Languages and Humanities”

Annotatsiya

This thesis investigates the role of AI in teaching English as a second language for Cybersecurity students by connecting language instruction to authentic security communication tasks. Through analytical synthesis and didactic modeling, it outlines AI-supported activities for technical vocabulary, reading threat intelligence, and producing incident documentation. The novelty is a domain-specific framework that combines adaptive feedback, cybersecurity corpora, and academic integrity safeguards to raise communicative precision and employability.

Kalit soʻzlar:

artificial intelligence English for Specific Purposes cybersecurity communication adaptive learning systems NLP feedback technical vocabulary acquisition incident response writing

Iqtiboslar

Hutchinson T., Waters A. English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press, 1987. 183 p.

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Dudeney G., Hockly N., Pegrum M. Digital Literacies. Harlow: Pearson Education, 2013. 384 p.

Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика. Москва: Академия, 2006. 336 с.

Азимов Э. Г., Щукин А. Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам). Москва: ИКАР, 2009. 448 с.

Jalolov J. J. Chet til o‘qitish metodikasi. Toshkent: O‘qituvchi, 2012. 336 b.

THE ROLE OF AI IN TEACHING ENGLISH AS A SECOND LANGUAGE FOR CYBERSECURITY STUDENTS

Mualliflar

Annotatsiya

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