DEVELOPING STUDENTS’ PROFESSIONAL COMMUNICATION SKILLS THROUGH A LINGUISTIC-ANALYTICAL APPROACH: A TECHNOLOGY-ENHANCED FRAMEWORK FOR ARTIFICIAL INTELLIGENCE STUDENTS
Senior Lecturer, Department of Uzbek Language and Language Teaching, Faculty of Telecommunications and Cybersecurity, Fergana State Technical University, Uzbekistan
Annotatsiya
The rapid development of artificial intelligence (AI) has increased the demand for graduates who can combine technical expertise with effective professional communication. AI students must explain complex algorithms, interpret technical documentation, present research findings, collaborate in interdisciplinary teams, and communicate technological risks to different audiences. This article proposes a linguistic-analytical approach to developing students’ professional communication skills through the integration of language analysis, critical thinking, authentic professional tasks, educational games, and generative artificial intelligence tools. Drawing on established research on communicative competence, the Common European Framework of Reference for Languages (CEFR), task-based language teaching, game-based learning, and AI-supported education, the article presents a five-stage instructional framework: diagnostic assessment, linguistic preparation, analytical interpretation, professional communication practice, and reflective evaluation. Practical activities include Technical Terminology Challenge, Explain It to a Client, AI Output Detective, Bug Report Relay, and the Five-Minute Project Pitch. Authentic English-language expressions are provided to support students’ participation in meetings, technical presentations, teamwork, and professional correspondence. The proposed framework emphasizes human-centred AI use, independent verification of information, academic integrity, and formative assessment. It offers a practical methodological model for integrating language development into AI-related higher education, while recognizing that its effectiveness must be established through empirical classroom research.
Kalit so'zlar: professional communication, linguistic-analytical approach, artificial intelligence, communicative competence, task-based language teaching, game-based learning, generative AI, technical English, digital literacy, higher education.