AI-ENHANCED MEDIATION IN FOREIGN LANGUAGE EDUCATION: PEDAGOGICAL PERSPECTIVES FOR LINGUISTICS STUDENTS.

KIRISH: this article examines the concept of mediation as an essential component of contemporary foreign language education and communicative competence development. It discusses the evolution of mediation from its traditional interpretation as the transfer of meaning between languages to a broader understanding encompassing linguistic, sociocultural, intercultural, and conceptual dimensions of communication. Particular attention is given to the role of the mediator as an active social agent who facilitates interaction, interprets and restructures information, and assists interlocutors in overcoming communicative barriers. The study also considers the teacher’s mediating role in facilitating learners’ comprehension of complex foreign-language content. Drawing on the Common European Framework of Reference for Languages (CEFR), the article highlights the growing importance of mediation strategies in plurilingual and intercultural educational contexts. MAQSAD: maqolaning asosiy maqsadi chet tili ta’limida sun’iy intellekt texnologiyalaridan (xususan, chat-botlardan) foydalanish orqali mediatsiya kompetensiyasini shakllantirishning pedagogik imkoniyatlarini hamda talabalarning yozma muloqot ko‘nikmalarini rivojlantirish bosqichlarini nazariy va amaliy jihatdan asoslab berishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida Yevropa tili konseptual asoslari (CEFR Companion Volume) hujjatlari, mediatsiya va tilshunoslik sohasidagi xalqaro hamda mahalliy olimlarning ilmiy ishlari tahlil qilindi. Metodologik asos sifatida taksonomik tahlil, lingvodidaktik modellashtirish, shuningdek, chat-botlar bilan muloqot jarayonida shakllanadigan yozma muloqot ko‘nikmalarining CEFR (A1–C2) darajalari bo‘yicha tahlil usullaridan foydalanildi. MUHOKAMA VA NATIJALAR: tadqiqot natijasida matn mediatsiyasi tushunchasining mazmuni (qayta bayon etish, soddalashtirish, qisqartirish, formatni va madaniy-vaziyatli mazmunni moslashtirish) ochib berildi. Chat-botlar yordamida rivojlantirish mumkin bo‘lgan yozma muloqot ko‘nikmalarining taksonomiyasi va bosqichli rivojlanish iyerarxiyasi ko‘rsatildi. Shu bilan birga, sun’iy intellektning algoritmik cheklovlari va uning hissiy hamda ijtimoiy-madaniy tajribaga ega emasligi tufayli muloqot navbatini boshqarish kabi ayrim ko‘nikmalarni shakllantirishdagi cheklovlari belgilab berildi. XULOSA: sun’iy intellektga asoslangan chat-botlar chet tili ta’limida yozma mediatsiya va muloqot ko‘nikmalarini rivojlantirish uchun interaktiv va samarali muhit yaratadi. Biroq sun’iy intellekt vositalaridan foydalanishda ularning metodik imkoniyatlari va algoritmik cheklovlarini aniq baholash hamda ularni muayyan ta’limiy va pragmatik maqsadlarga muvofiq ravishda integratsiya qilish lozim.

INTRODUCTION: this article examines the concept of mediation as an essential component of contemporary foreign language education and communicative competence development. It discusses the evolution of mediation from its traditional interpretation as the transfer of meaning between languages to a broader understanding encompassing linguistic, sociocultural, intercultural, and conceptual dimensions of communication. Particular attention is given to the role of the mediator as an active social agent who facilitates interaction, interprets and restructures information, and assists interlocutors in overcoming communicative barriers. The study also considers the teacher’s mediating role in facilitating learners’ comprehension of complex foreign-language content. Drawing on the Common European Framework of Reference for Languages (CEFR), the article highlights the growing importance of mediation strategies in plurilingual and intercultural educational contexts. AIM: the primary objective of this study is to examine the pedagogical potential of AI-enhanced technologies, specifically interactive chatbots, in developing text mediation competence and written interaction skills among foreign language students. MATERIALS AND METHODS: the study is grounded in the Common European Framework of Reference for Languages (CEFR Companion Volume) guidelines and scholarly literature on language pedagogy and educational technologies. The methodological framework employs pedagogical modeling, analytical classification, and the development of a CEFR-aligned taxonomy (A1–C2) for written interaction skills. DISCUSSION AND RESULTS: the research details the complex metacognitive nature of text mediation, including skills such as paraphrasing, semantic compression, structural transformation, and cultural adaptation. A structured taxonomy demonstrates how specific written interaction skills progress across CEFR levels when practicing with chatbots. Furthermore, the study identifies inherent limitations of AI chatbots—such as the inability to manage turn-taking authentically due to algorithmic constraints and lack of genuine social-emotional experience. CONCLUSION: AI-powered chatbots provide a dynamic, context-sensitive environment for developing foreign language written interaction and mediation competencies. Nevertheless, educators must carefully align AI capabilities with specific communicative objectives while recognizing the inherent limitations of algorithmic tools.