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Vol. 13 No. 06 (2026)
International Multidisciplinary Journal for Research & Development

Articles

AI-ASSISTED REFLECTIVE LEARNING AND COGNITIVE-CULTURAL MAPPING IN EFL PHRASEOLOGICAL COMPETENCE DEVELOPMENT: EVIDENCE FROM UZBEKISTANI HIGHER EDUCATION

Published 2026-06-12

  • Kuvonchbek E. Ro'ziboyev

Kuvonchbek E. Ro'ziboyev
Teacher of Uzbekistan State World Languages University, Tashkent, Uzbekistan

Abstract

Abstract. This article presents a multi-component instructional model for developing phraseological competence in EFL philology students, combining two innovations: (1) a cognitive-cultural comparative mapping framework contrasting English and Uzbek phraseological units across five conceptual domains (JOURNEY, ANIMAL, WAR, BODY, FOOD), and (2) an AI-assisted reflective learning platform (idioms-academy.uz) implementing the Self-check — Context-check — Meaning-check (SCM) metacognitive monitoring sequence. The study was conducted at Uzbekistan State World Languages University and partner institutions, involving 370 philology students in a quasi-experimental design. The AI-assisted experimental group demonstrated a statistically significant performance advantage over the control group (experimental mean: 3.80 vs. control mean: 3.39; chi-square empirical: 14.55, critical: 7.81; efficiency coefficient: 1.12). Qualitative analysis of learner reflective journals and platform usage logs revealed that the combination of cognitive-cultural mapping and AI-mediated reflective feedback fostered deeper semantic processing, enhanced cross-linguistic metalinguistic awareness, and reduced L1-induced pragmatic transfer errors. The article discusses theoretical implications for cognitive approaches to phraseological pedagogy and practical implications for technology-enhanced language instruction in Central Asian EFL contexts.

Keywords

Keywords: AI-assisted language learning, reflective learning, cognitive-cultural map, phraseological competence, EFL, metacognition, cross-linguistic comparison, Uzbekistan

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References

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