Management and Future Technologies | Volume 2, Issue 2 | № 006

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 о‘qimаydilаr, sаn’аt аsаrlаrini tоmоshа qilishdаn kо‘rа, virtuаl tаrmоqlаr оrqаli tаrqаtilаyоtgаn mаhsulоtlаrgа bоg‘lаnib qоlmоqdаlаr. Bundаy sаlbiy hоlаtlаr tаbiiy rаvishdа, ijtimоiy tаrаqqiyоtimiz muаmmоlаrigа bеfаrqlik vа lоqаydlikning yuzаgа kеlishigа sаbаb bо‘lmоqdа. Mamalakatimizda yoshlar bilan ishlash tizimidagi ustuvоr vаzifаlаrdаn biri-bu yuksаk milliymаdаniy qаdriyаtlаrimiz ruhi singdirilgаn mаfkurаmiz bilаn shаkllаngаn mа’nаviyаtli bаrkаmоl insоnni tаrbiyаlаshdir. Bu о‘tа muhim vаzifаni hаl еtish mаmlаkаtimizdа аmаlgа оshirilаyоtgаn islоhоtlаrning muhim kаfоlаti hisоblаnаdi. Xulosa XXI asr — globallashuv, axborot texnologiyalarining tez sur’atlar bilan rivojlanishi va ma’naviyma’rifiy qadriyatlarning qayta baholanayotgan davridir. Bu davrda har bir davlat uchun strategik muhim vazifalardan biri — yosh avlodning intellektual va ma’naviy salohiyatini yuksaltirishdir. Ayniqsa, O‘zbekiston singari rivojlanayotgan davlatlar uchun bu masala nafaqat ijtimoiy, balki siyosiy, madaniy va iqtisodiy taraqqiyotning poydevori hisoblanadi. Yoshlarning zamonaviy tafakkurga ega, mustaqil fikrlaydigan, yuksak axloqiy va intellektual fazilatlarga ega bo‘lishi mamlakat istiqbolining kafolatidir. O‘zbekiston Respublikasida mustaqillikdan so‘ng yoshlarga qaratilayotgan e’tibor izchil kuchayib bordi. Bu boradagi davlat siyosati, qonun hujjatlari, dasturlar va institutsional mexanizmlar yoshlarga oid masalalarni kompleks tarzda hal etishga yo‘naltirilgan. Jumladan, O‘zbekiston Respublikasi Prezidentining qarorlari, Oliy Majlisning qonunchilik hujjatlari, Vazirlar Mahkamasining qarorlari asosida yoshlar bilan ishlashning aniq mezonlari belgilandi. Bu jarayonda davlat tashkilotlari va fuqarolik jamiyati institutlarining, jumladan, nodavlat notijorat tashkilotlarining o‘rni tobora ortib bormoqda. Davlatning bevosita vakillari — Yoshlar ishlari agentligi, Xalq ta’limi, Oliy ta’lim, fan va innovatsiyalar vazirligi, Sport va turizm vazirligi, Madaniyat vazirligi kabi idoralar yoshlarning har tomonlama rivojlanishiga xizmat qiluvchi tashabbuslarni amalga oshirib kelmoqda. Bunday faoliyatlar doirasida ta’lim tizimini modernizatsiya qilish, zamonaviy axborot-kommunikatsiya texnologiyalarini joriy etish, iqtidorli yoshlarni qo‘llab-quvvatlash, sport va madaniyatni ommalashtirish, xorijiy tajribalarni o‘rganish va integratsiyalashuvi kabi ko‘plab yo‘nalishlar mavjud. Bularning barchasi yoshlarning intellektual salohiyatini shakllantirish va rivojlantirishda asosiy omil bo‘lib xizmat qilmoqda. Bundan tashqari, davlat siyosatining muhim tarkibiy qismi sifatida fuqarolik jamiyati institutlari, xususan, yoshlar tashkilotlari, jamoat fondlari, xususiy ta’lim muassasalari, ijtimoiy tashabbus guruhlari, diniy va madaniy markazlar ham faol ishtirok etmoqda. Ularning faoliyati yoshlarning erkin fikrlashi, jamiyat hayotidagi faolligi, ma’naviy o‘sishi, vatanparvarlik, ijtimoiy 361

Volume 2, Issue 2 362 June 2025 Management and Future Technologies journal.umft.uz mas’uliyat hissini kuchaytirish kabi jihatlar bilan bevosita bog‘liqdir. Ayniqsa, “Yoshlar ittifoqi”, “Kamolot” jamg‘armasi, “Milliy g‘oya va mafkura markazi” kabi tuzilmalar o‘zining amaliy faoliyati bilan yoshlar ongida yuksak qadriyatlarni shakllantirishda muhim o‘rin tutmoqda. Nodavlat notijorat tashkilotlarining kuchayishi, ularning yoshlar bilan ishlashda mustaqil tashabbuslar ko‘rsatishi, grantlar orqali innovatsion g‘oyalarni qo‘llab-quvvatlashi, ijtimoiy sheriklik asosida davlat muassasalari bilan hamkorlikni yo‘lga qo‘yishi — bu sektorning yoshlar rivojidagi o‘rnini yana-da kuchaytirmoqda. Bunday tashkilotlar yoshlarning o‘z-o‘zini anglash, tanqidiy tafakkur, tolerantlik, jamiyatga integratsiyalashish jarayonlarini chuqurlashtiradi. Bu holat esa ularni jamiyatning faol subyektiga aylantirish imkonini beradi. Ushbu ilmiy ishda O‘zbekistonda yoshlarning intellektual va ma’naviy salohiyatini rivojlantirishda davlat va nodavlat sektorlarining o‘zaro aloqalari, institutlararo integratsiyasi, tashabbuslar uyg‘unligi va ijtimoiy sheriklik mexanizmlari chuqur tahlil qilindi. Shuningdek, xorijiy davlatlar, jumladan, AQSH, Buyuk Britaniya, Germaniya, Yaponiya, Rossiya kabi mamlakatlar tajribasi asosida qiyosiy yondashuvlar o‘rganildi. Ushbu davlatlarda yoshlar siyosati davlat siyosatining ustuvor yo‘nalishlaridan biri sifatida shakllanib, ularda ham davlat va fuqarolik jamiyati institutlarining uyg‘un faoliyati kuzatiladi. Biroq bu tajribaning O‘zbekiston sharoitiga mutanosib moslashtirilishi kerakligi ta’kidlab o‘tildi. Tadqiqot natijalari shuni ko‘rsatmoqdaki, O‘zbekistonda davlat va nodavlat sektorlarining samarali hamkorligi asosida yoshlarning intellektual salohiyati — ilm-fan, texnologiyalar, kreativ tafakkur yo‘nalishida ortib bormoqda. Shu bilan birga, ma’naviy yetuklik, axloqiy poklik, milliy qadriyatlarga sadoqat, fuqarolik mas’uliyati kabi ko‘rsatkichlar ham ancha yuksalmoqda. Bu esa davlatning mustahkam poydevori sifatida shakllanayotgan zamonaviy avlodni tarbiyalashga zamin yaratmoqda. Biroq ba’zi tizimli muammolar, resurslar yetishmovchiligi, hududlararo tafovutlar, yoshlar orasidagi ishsizlik va ijtimoiy ajralish holatlari hali-hanuz dolzarb bo‘lib qolmoqda. Shu bois, bu sohadagi islohotlar chuqurlashtirilmog‘i, nodavlat tashkilotlar salohiyatini kengroq safarbar etish, yoshlarning tashabbuskorligini yanada rag‘batlantirish zarur. Ayniqsa, raqamli jamiyatda yoshlar ehtiyojlarini inobatga olgan holda ijtimoiy tarmoqlar, onlayn platformalar, axborot-kommunikatsiya vositalaridan keng foydalanish zamon talabi hisoblanadi. Tadqiqot asosida quyidagi xulosalarga kelindi: 1. Yoshlar siyosatida davlat va nodavlat sektorlarining uzviy hamkorligi — zamonaviy jamiyatning barqaror rivojlanish kafolatidir. Bu hamkorlik tizimli asosda kuchaytirilishi lozim. 2. Yoshlarning intellektual va ma’naviy salohiyatini rivojlantirish uchun ko‘proq ishonch, mustaqil qaror qabul qilish, tanqidiy fikrlash, ijodkorlikka asoslangan muhit yaratilishi zarur.

Management and Future Technologies 3. journal.umft.uz June 2025 Volume 2, Issue 2 Nodavlat tashkilotlar va fuqarolik jamiyati institutlari — yoshlar bilan ishlashda yangicha yondashuv, muqobil ta’lim va tarbiya metodlarini ilgari surishi mumkin bo‘lgan kuchli ijtimoiy aktor sifatida faol qo‘llab-quvvatlanishi kerak. 4. Xalqaro tajribaning o‘rganilishi va lokal sharoitga moslashtirilishi — yoshlar siyosatining muvaffaqiyatli bo‘lishida muhim o‘rin tutadi. 5. Mahalliy sharoit, madaniyat va qadriyatlar asosida ishlab chiqilgan, lekin global yondashuvlarni inobatga olgan strategiyalar — yoshlarning barkamol rivojlanishiga xizmat qiladi. Xulosa qilib aytganda, O‘zbekistonda yoshlarning intellektual va ma’naviy salohiyatini yuksaltirish masalasi davlat va jamiyatning ustuvor yo‘nalishi sifatida shakllanmoqda. Bu yo‘nalishda amalga oshirilayotgan ishlar samaradorligini oshirish uchun davlat va nodavlat sektorlarining barqaror, innovatsion va ochiq hamkorlik modeli takomillashtirilishi lozim. Faqat shundagina biz xalqaro miqyosda raqobatbardosh, yurtiga fidoyi, tafakkuri keng, ma’naviy barkamol avlodni shakllantira olamiz. 363

Volume 2, Issue 2 364 June 2025 Management and Future Technologies journal.umft.uz Adabiyotlar 1. O‘zbekiston Respublikasi Prezidenti Shavkat Mirziyoyevning Oliy Majlisga Murojaatnomasi. //“Xalq so‘zi” gazetasi, 2020-yil 30-dekabr, № 276. 2. O‘zbekiston Respublikasining “Yoshlarga oid davlat siyosati to‘g‘risida” 2016-yil 14-sentabrdagi O‘RQ-406-sonli Qonuni. // Oliy Majlis palatalarining Axborotnomasi, 2016 № 9. –Б.10 3. O‘zbekiston Respublikasi Prezidentining “O‘zbekiston Respublikasi Vazirlar Mahkamasi huzuridagi mutaxassislarni xorijda tayyorlash va vatandoshlar bilan muloqot qilish bo‘yicha “El-yurt umidi” jamg‘armasi faoliyatini tashkil etish to‘g‘risida” 2018-yil 25-sentabrdagi PF-5545-sonli farmoni. // https://lex.uz/docs/3920037. 4. O‘zbekiston Respublikasi Prezidentining “Ma’naviy-ma’rifiy ishlar samaradorligini oshirish va sohani rivojlantirishni yangi bosqichga ko‘tarish to‘g‘risida” 2017-yil 28-iyuldagi PQ-3160-sonli qarori.// https://lex.uz/docs/-4071203. 5. Jamiyat hayotining tanasi iqtisodiyot bo‘lsa, uning joni va ruhi ma’naviyat. // “Xalq so‘zi” gazetasi, 2021-yil 20- yanvar, № 13. 6. “O‘zbekiston Respublikasida yuridik ta’lim va fanni tubdan takomillashtirish bo‘yicha qo‘shimcha chora-tadbirlar to‘g‘risida” 2020-yil 29-apreldagi PF-5987-sonli farmoni. // https://lex.uz/docs/4802181. 7. Maqsad va vazifalar. //http://rym.uz/uz/post/markaz/maqsadvazifalar. 8. O‘zbekiston yoshlari umumjahon assotsiatsiyasi haqida. //http://www.wayu.uz/know. 9. O‘zbekiston yoshlari umumjahon assotsiatsiyasi haqida. //http://www.wayu.uz/know. 10. “Digital Generation” //https://yoshlarittifoqi.uz/organizations/digital-generation. 11. “Yoshlar” teleradiokanali. //https://yoshlarittifoqi.uz/uz/organizations/teleradiokanal.

Management and Future Technologies Authors Golovachyova Polina Uzbekistan State World Languages University, Faculty of English Philology, polinagolovachyova03@gmail.com, Khamidova Durdona Uzbekistan State World Languages University, Faculty of English Philology, dhamidva10@gmail.com Correspondence: dhamidva10@ gmail.com Copyright: © 2025 by the authors. Ushbu maqola Creative Commons Attribution (CC BY) litsenziyasi shartlari asosida tarqatiladigan ochiq foydalanish maqolasi hisoblanadi (https://creativecommons.org/ licenses/by/4.0/). journal.umft.uz June 2025 Volume 2, Issue 2 THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH LANGUAGE A bstract: This article explores the transformative role of Artificial Intelligence (AI) in English Language Teaching (ELT), focusing on its impact on classroom instruction and personalized learning. AI tools are revolutionizing traditional language classrooms by facilitating tailored learning experiences that cater to diverse proficiency levels. Through examples such as ChatGPT’s ability to generate level-appropriate reading materials and AIpowered conversational chatbots, this study illustrates how AI enhances student engagement and provides real-time, customized feedback. Furthermore, the paper examines AI’s contributions to language assessment, including adaptive testing and automated grading, which significantly reduce teacher workload and improve assessment efficiency. The integration of AI in fostering collaborative learning environments, personalized vocabulary acquisition through spaced repetition and gamification, and adaptive language learning platforms like Duolingo and Grammarly are also discussed. By analyzing empirical studies and practical applications, this article highlights the potential of AI to create more engaging, effective, and personalized language learning experiences, while acknowledging the importance of maintaining a balanced approach that combines AI efficiency with human expertise. Keywords: Artificial Intelligence, English Language Teaching, Language Acquisition, Personalized Learning, Vocabulary Acquisition, Adaptive Assessment, AI Writing Assistants, Digital Tools. 365

Volume 2, Issue 2 June 2025 Management and Future Technologies journal.umft.uz Introduction 366 The integration of Artificial Intelligence (AI) into English Language Teaching (ELT) has ushered in a paradigm shift in pedagogical approaches, offering unprecedented opportunities for personalized and adaptive learning. Recent advancements in AI technologies, including natural language processing (NLP) and machine learning algorithms, have enabled the development of sophisticated tools that enhance various aspects of language acquisition, from vocabulary retention to writing proficiency [1,2]. These innovations address longstanding challenges in traditional language classrooms, such as accommodating diverse proficiency levels and providing timely, individualized feedback [3]. AI's role in ELT is multifaceted, encompassing personalized content generation, automated assessment, and interactive language practice. For instance, tools like ChatGPT allow educators to create tailored reading materials and comprehension exercises aligned with the Common European Framework of Reference for Languages (CEFR), significantly reducing preparation time while ensuring contextual relevance [2]. Similarly, platforms like Duolingo employ adaptive algorithms to customize lesson difficulty based on learner performance, demonstrating AI's potential to scale personalized instruction [4] .Vocabulary acquisition, a critical component of language learning, has also been transformed by AI-driven applications such as Quizlet, which utilize spaced repetition systems (SRS) to optimize long-term retention [5]. Meanwhile, AI writing assistants like Grammarly provide real-time feedback on grammar and syntax, fostering learner autonomy and self-efficacy [6]. Despite these advancements, the integration of AI in ELT is not without challenges, including concerns about over-reliance on technology, cultural biases in AI-generated content, and the need for teacher training to ensure effective implementation [3]. The ethical issues with AI in teaching present another difficulty. To guarantee equitable learning opportunities, two crucial concerns that need to be addressed are algorithmic bias and data privacy [7]. This article explores the transformative impact of AI on ELT, examining its applications in personalized learning, vocabulary acquisition, and writing instruction. By synthesizing empirical research and practical case studies, it highlights both the opportunities and limitations of AI in language education, advocating for a balanced approach that leverages AI's efficiency while preserving the irreplaceable role of human educators. Discussion AI in classroom instruction and personalized learning. One of the most significant contributions of AI in ELT is its ability to facilitate personalized learning experiences. Traditional language classrooms often struggle to accommodate diverse proficiency levels, but AI-powered tools can dynamically adapt content to individual learners’ needs.

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 Amin [1] emphasizes that AI enables real-time language practice, customized feedback, and automated lesson planning, allowing teachers to focus on targeted instruction rather than administrative tasks . ChatGPT, for instance, has demonstrated remarkable versatility in generating levelappropriate reading materials aligned with the Common European Framework of Reference for Languages (CEFR). Koraishi [2] highlights how educators can input specific parameters—such as vocabulary difficulty or grammatical complexity—to produce tailored texts and accompanying comprehension questions. This capability not only saves time but also ensures that learners engage with materials suited to their proficiency level, enhancing comprehension and retention.The example is given on the Figure 1,all necessary information as list of words and level of students were given to make a reading text with True False questions (Figure 1). Figure 1. Example of ChatGPT Furthermore, AI serves as an interactive conversational partner, helping students practice speaking in a low-pressure environment. Many learners experience anxiety when speaking in front of peers, but AI chatbots provide immediate, judgment-free interaction, allowing them to build confidence before participating in classroom discussions [3]. This feature is particularly valuable in EFL contexts, where opportunities for authentic English conversation may be limited. A global survey by the British Council [3] found that 76% of English teachers now use AI tools in some capacity, with over half leveraging them for generating lesson materials and facilitating student practice. This widespread adoption underscores AI’s growing role as an instructional aid, enabling educators to deliver more engaging and adaptive lessons. 367

Volume 2, Issue 2 368 June 2025 Management and Future Technologies journal.umft.uz AI’s role in assessment and teacher workload reduction Beyond instruction, AI is revolutionizing language assessment by introducing adaptive testing, automated grading, and plagiarism detection. Traditional assessment methods often require extensive manual effort, but AI can evaluate written and spoken responses with increasing accuracy, providing instant feedback to students [1]. For example, ChatGPT can generate customized quizzes and comprehension exercises based on specific learning objectives, reducing the time teachers spend on test creation [2]. Automated grading systems, powered by natural language processing (NLP), analyze grammar, vocabulary usage, and coherence, offering detailed insights into student performance. These innovations not only enhance assessment efficiency but also allow teachers to identify learning gaps more effectively.The British Council survey [3] found that 43% of educators use AI for lesson planning, while a significant number employ it for feedback generation and test security. By automating routine tasks, AI enables teachers to dedicate more time to interactive and studentcentered activities, fostering deeper engagement and critical thinking.However, some educators remain cautious about over-reliance on AI for assessment. While AI excels at evaluating structured responses, it may struggle with nuanced language use, creativity, and cultural context—areas where human judgment remains indispensable. Thus, a balanced approach, combining AI efficiency with teacher expertise, is essential for effective assessment practices. Enhancing student engagement and collaborative learning AI’s impact extends beyond individual learning, playing a pivotal role in fostering collaborative classroom environments. Contrary to concerns that AI might isolate learners, research suggests that well-integrated AI tools can enhance peer interaction by facilitating group activities and interactive exercises [3]. For instance, AI-powered platforms can simulate real-world dialogues, prompting students to engage in role-playing scenarios or debate exercises. These activities encourage teamwork while allowing learners to practice language skills in meaningful contexts. Additionally, AIassisted co-creation tasks, such as collaborative story-writing or problem-solving exercises, help students develop both linguistic and critical thinking abilities.Moreover, AI extends learning beyond the classroom through mobile apps and virtual tutors, enabling students to practice English anytime, anywhere. This flexibility is particularly beneficial in contexts with limited access to native speakers, as AI provides continuous language exposure and reinforcement. AI-powered vocabulary acquisition Personalized lexical instruction with AI. EFL learners often exhibit uneven vocabulary knowledge, with lexical gaps persisting even among students at similar proficiency levels. Traditionally, teachers manually adapted materials to target specific vocabulary sets—a time-consuming process. However, AI-powered tools like ChatGPT

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 now enable educators to generate tailored texts by inputting curated word lists and precise prompts [2]. Koraishi [2] demonstrates how AI can embed hundreds of target words into contextually appropriate materials, significantly reducing preparation time while allowing scalable personalized instruction. Additionally, AI analyzes large text corpora to provide detailed definitions, synonyms, and contextual examples, helping learners understand word usage in real-world scenarios. This datadriven approach ensures that students receive meaningful lexical support, making vocabulary acquisition more effective and engaging. By analyzing large amounts of text, AI can generate clear explanations and contextually relevant sentences, helping learners understand how to use new words correctly. Figure 2 demonstrates the example of the request for ChatGPT and its answer (Figure 2). Figure 2. The example of the request for ChatGPT. Spaced repetition and gamification AI-driven flashcard applications, such as Quizlet, utilize spaced repetition algorithms (SRS) to enhance long-term vocabulary retention. These systems schedule review sessions based on scientifically validated memory curves, ensuring that learners revisit words at optimal intervals to reinforce recall [5]. Gu [5] emphasizes that gamified elements—such as animated flashcards, progress trackers, and interactive quizzes—increase student engagement by 42% compared to traditional paper-based methods. This approach not only improves efficiency but also makes vocabulary practice more enjoyable and motivating. AI in adaptive language learning platforms. Duolingo‘s AI-powered personalization 369

Volume 2, Issue 2 370 June 2025 Management and Future Technologies journal.umft.uz Modern language platforms like Duolingo employ advanced AI models to deliver adaptive English instruction. Their proprietary Large Language Model (LLM) generates contextual exercises in seconds, while the ‘Birdbrain’ AI dynamically adjusts lesson difficulty based on learner performance [4]. A hybrid approach—where AI generates exercises and human experts refine content—ensures both scalability and pedagogical quality [8]. Duolingo‘s partnership with OpenAI led to one of the first third-party implementations of GPT-4, enhancing language instruction through: AI Roleplay: Simulated conversations with personas (e.g., a Parisian barista) for practical dialogue practice. Explain My Answer: Instant, human-like explanations for exercise responses. Edwin Bicknell, Duolingo‘s Principal Product Manager, noted: "We were blown away by GPT-4's capabilities... pushing us closer to being everyone's personalized tutor." This integration required: Extensive prompt engineering with labeled datasets Proprietary AI safeguards to maintain educational focus Continuous refinement for optimal learning outcomes The success of Duolingo‘s AI integration demonstrates how large language models (LLMs) can enhance pedagogy when combined with human oversight [9]. Grammarly’s real-time feedback mechanism. AI-powered writing assistants like Grammarly have become indispensable for English language learners, offering: Auto-correction: Identifies grammar, syntax, and spelling errors Predictive text: Suggests contextually appropriate words/phrases Multi-platform accessibility: Available as a browser extension, mobile keyboard, and desktop app Unlike traditional proofreading tools, Grammarly provides instant, actionable feedback, helping learners refine their writing in real time [9]. Nazari et al. [6] found that Grammarly improves three key aspects of learner engagement: Behavioral: Increased motivation to revise and edit writing Emotional: Greater confidence in writing abilities

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 Cognitive: Deeper interaction with feedback to improve accuracy The study also highlighted that instant corrective feedback fosters self-efficacy, encouraging learners to take ownership of their writing development [6]. Integration of AI in ELT Platforms: Case Studies To further demonstrate the real-world applications of Artificial Intelligence in English Language Teaching (ELT), this section presents three prominent AI-powered platforms: Blackboard, Netex Learning, and Kejarcita. These tools exemplify how AI enhances digital instruction, enables personalized learning, and automates assessment processes. AI applications in English language teaching platforms In addition to widely known tools such as ChatGPT, Duolingo, and Grammarly, several comprehensive educational platforms are integrating Artificial Intelligence to transform English language instruction through content delivery, adaptive learning, and automated assessment. Among these, Blackboard, Netex Learning, and Kejarcita stand out as exemplary cases of AI implementation in ELT environments. Blackboard: AI-supported course management and feedback. Blackboard is a prominent Learning Management System (LMS) widely utilized in universities across Europe, North America, and Asia. It enables instructors to manage course materials, distribute notes, assign homework, and administer quizzes and tests through an intuitive interface. Blackboard’s AI capabilities have evolved significantly with features such as the AI Design Assistant, which supports the rapid creation of accessible, inclusive, and engaging course content [10]. The system uses machine learning algorithms to recommend learning materials, organize course modules, and adapt content based on learner engagement patterns.Another innovative tool is the AI Conversation Engine, which allows English learners to engage in simulated real-life dialogues with virtual characters in various social and professional contexts. This tool helps build fluency, listening comprehension, and situational vocabulary, while providing immediate corrective feedback—a feature aligned with the Communicative Language Teaching (CLT) approach. Moreover, Blackboard’s automated performance analytics enable teachers to track individual learner progress, identify common learning bottlenecks, and personalize feedback accordingly. Blackboard also includes speech-to-text and translation services, making it highly inclusive for learners with different language backgrounds and learning needs. These features are particularly valuable for ELT instructors working in multilingual or international classrooms. Netex learning: smart content and adaptive delivery. Netex Learning is a European EdTech platform that specializes in adaptive learning and AIassisted content creation. It provides a flexible, cloud-based ecosystem where educators can design 371

Volume 2, Issue 2 372 June 2025 Management and Future Technologies journal.umft.uz personalized learning experiences that include videos, e-books, gamified quizzes, and interactive exercises. Its AI engine automatically recommends learning resources based on learner behavior, past performance, and topic preferences[11]. For example, if a learner struggles with phrasal verbs, the system will recommend additional practice materials or videos tailored to that topic.A major breakthrough in the 2025 release was the introduction of AI-powered question generation from video subtitles. This innovation allows teachers to quickly create comprehension and vocabulary tasks from authentic English materials, such as TED Talks or news segments [12]. This not only saves time but also enhances authenticity and relevance in ELT classrooms. Furthermore, Netex supports learning analytics dashboards that visualize learner engagement and performance metrics, enabling evidence-based instructional decisions. These dashboards are useful for both synchronous and asynchronous English language instruction and promote a datainformed teaching approach. Kejarcita: Automating Assessment and Feedback Kejarcita is an Indonesian EdTech platform that focuses on simplifying the teaching process by automating the creation and assessment of learning materials, including for English language courses. It is especially helpful in public and remote schools where teachers are responsible for large numbers of students. The platform allows educators to generate quizzes by specifying subject, topic, difficulty level, and format—such as multiple choice, short answer, or matching. AI then creates contextually appropriate questions, often aligned with national curriculum standards [13].Kejarcita's real-time grading engine evaluates student responses within seconds and generates detailed reports that highlight individual and group performance. In ELT, this allows teachers to instantly assess comprehension after a listening or reading activity and provide targeted remediation for common errors. For instance, if most students incorrectly use the past perfect tense, the system can recommend grammar practice tailored to that structure.The platform is mobile-friendly and integrates easily with messaging apps like WhatsApp, making it ideal for blended or remote learning settings in lowresource contexts. It exemplifies how AI can democratize access to quality language instruction by reducing the administrative load on teachers and ensuring timely, personalized feedback for learners [14]. By incorporating platforms such as Blackboard, Netex Learning, and Kejarcita into the ELT landscape, educators can benefit from powerful AI capabilities that improve instructional efficiency, enhance learner engagement, and support pedagogical goals. These systems exemplify how AI is not merely a technological addition, but a strategic tool that amplifies teaching effectiveness, supports differentiated instruction, and responds to individual learning trajectories—all of which are essential in modern English language education.

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 Conclusion The integration of Artificial Intelligence (AI) within English Language Teaching (ELT) constitutes a substantive advancement, yielding significant implications for pedagogical practice and learner outcomes. This analysis has demonstrated the capacity of AI technologies to facilitate personalized learning trajectories, optimize assessment procedures, and enhance student engagement through adaptive and interactive modalities. The utilization of AI-driven tools, such as Large Language Models and adaptive learning platforms, has been shown to effectively address the heterogeneous needs of language learners, contributing to improved comprehension and communicative competence. Furthermore, the empirical evidence presented herein underscores the potential of AI to streamline instructional delivery and assessment, thereby affording educators increased capacity for student-centered activities. However, it is imperative to acknowledge the inherent limitations and ethical considerations associated with AI implementation, including data security, algorithmic bias, and the necessity for judicious human oversight. The nuanced dimensions of language acquisition, encompassing cultural competence and critical thinking, necessitate a collaborative approach that leverages AI as a complementary, rather than a substitutive, pedagogical instrument. In moving forward, sustained research and rigorous evaluation are essential to refine AI applications within ELT and to establish evidence-based best practices. Collaborative initiatives involving educators, researchers, and technology developers are crucial for the development of robust and ethical AI frameworks that align with established pedagogical principles. The judicious and strategic integration of AI into ELT holds the potential to cultivate a more equitable and effective language learning environment, ultimately contributing to the development of globally competent individuals. 373

Volume 2, Issue 2 374 June 2025 Management and Future Technologies journal.umft.uz References 1. Amin (2023). AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques. International journal of higher education pedagogies, 4(4), pp.1–15. doi:https://doi.org/10.33422/ijhep.v4i4.554. 2. Koraishi, Osama. (2023). Teaching English in the Age of AI: Embracing ChatGPT to Optimize EFL Materials and Assessment. LET Linguistics Literature and English Teaching Journal. 3. 55-72. 3. Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2024). Artificial intelligence and English language teaching: Preparing for the future (Second edition).British Council. https://doi. org/10.57884/78EA-3C69 4. Henry, P. and Duolingo AI team (2023). How Duolingo uses AI to create lessons faster. [online] Duolingo Blog. Available at: https://blog.duolingo.com/large-language-model-duolingo-lessons/. 5. Gu, J. (2024). Digital Tools in Language Learning: Optimizing Memory and Attention for College Students. International Journal of Human–Computer Interaction, pp.1–11. doi:https://doi.org/10. 1080/10447318.2024.2400384. 6. Nazari, N., Shabbir, M.S. and Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, [online] 7(5), p.e07014. doi:https://doi.org/10.1016/j.heliyon.2021.e07014. 7. Burkhanov, S., & Khamidova, D. (2025). THE IMPACT OF ARTIFICIAL INTELLIGENCE ON LANGUAGE TEACHING METHODOLOGY: OPPORTUNITIES AND LIMITATIONS. Educator Insights: Journal of Teaching Theory and Practice, 1(3), 99-105. 8. Duolingo Blog. (n.d.). Duolingo Blog. [online] Available at: https://blog.duolingo.com.Marr, B. (2023). The Amazing Ways Duolingo Is Using AI And GPT-4. [online] Forbes. Available at: https:// www.forbes.com/sites/bernardmarr/2023/04/28/the-amazing-ways-duolingo-is-using-ai-andgpt-4/. 9. Dizon, G. and Gayed, J. M. (2021) “Examining the impact of Grammarly on the quality of mobile L2 writing”, The JALT CALL Journal. Melbourne, Australia, 17(2), pp. 74–92. doi: 10.29140/jaltcall. v17n2.336. 10. Anthology (2023). Blackboard AI – The future of smart learning platforms. Anthology. Available at: https://www.anthology.com/blackboard-ai 11. Jain, L., & Alam, M. (2020). Applications of Artificial Intelligence in Smart Education Platforms. Journal of Emerging Technologies in Learning, 15(6), 45–53. 12. Netex Learning (2025). Netex Cloud February Release: AI-generated questions from subtitles. https://whatsnew.netexlearning.com/en/netex-cloud-february-2025-first-release/ 13. Fitria, T. N. (2022). Artificial Intelligence (AI) in Education: Using AI Tools for Teaching and Learning Process. Proceedings of the National Seminar and Call for Papers, Institut Teknologi Bisnis AAS Indonesia. ISSN Online: 2654-6590 | ISSN Cetak: 2654-5306. 14. Kejarcita Blog (2024). Mudah Bikin Soal dengan Fitur AI Kejarcita. https://blog.kejarcita.id/mudahbikin-soal-dengan-fitur-yang-ada-di-kejarcita-id-general-ongoing/

Management and Future Technologies Muallif Sayfuddinova Shaxnoza “University of management and future technologies” universiteti, Gumanitar fanlar kafedrasi, shaxnozasayfuddinova@gmail.com journal.umft.uz June 2025 Volume 2, Issue 2 O‘ZBEKISTONDA YODGORLIKLARNI TA’MIRLASH TARIXI (XX ASR OXIRLARIDAN – 1980 YILLARGACHA) A nnotatsiya: Ushbu maqolada O‘rta Osiyodagi arxeologik va me’moriy yodgorliklarni o‘rganish hamda ta’mirlash ishlari tarixiy manbalar asosida yoritilgan. XIX asr oxiri va XX asr boshlarida rus olimlari va mahalliy ziyolilarning sa’y-harakatlari natijasida qadimiy obidalar tadqiq etilgan. 1920-yillardan boshlab davlat darajasida ta’mirlash ishlari yo‘lga qo‘yilib, Toshkent va Samarqandda maxsus tashkilotlar tashkil etilgan. Ustame’morlar ishtirokida amalga oshirilgan restavratsiyalar san’at merosini asrashda muhim rol o‘ynagan. Maqola O‘zbekistonda tarixiy obidalarni saqlash va tiklash bo‘yicha olib borilgan ilmiy-amaliy ishlar haqida mufassal ma’lumot beradi. Kalit so‘zlar: O‘rta Osiyo, arxeologiya, me’moriy yodgorliklar, ta’mirlash tarixi, Turkiston, restavratsiya, ilmiy ekspeditsiyalar, havaskorlar to‘garagi, sirlangan koshin, madaniy meros, usta-me’morlar, Uzkomstaris, tarixiy shaharlar, Buxoro, Samarqand. Copyright: © 2025 by the authors. Ushbu maqola Creative Commons Attribution (CC BY) litsenziyasi shartlari asosida tarqatiladigan ochiq foydalanish maqolasi hisoblanadi (https://creativecommons.org/ licenses/by/4.0/). 375

Volume 2, Issue 2 June 2025 Management and Future Technologies journal.umft.uz Kirish 376 O‘zbekiston hududi dunyodagi eng qadimiy sivilizatsiyalar beshiklaridan biri hisoblanadi. Bu zaminda ming yillar davomida shakllangan boy tarixiy-madaniy meros, muhim ijtimoiy-siyosiy o‘zgarishlar, ko‘hna shaharlar va ulkan me’moriy yodgorliklar xalqimiz madaniy taraqqiyotining yaqqol ifodasidir. Ayniqsa, Samarqand, Buxoro, Xiva, Toshkent, Shahrisabz kabi shaharlar o‘zining noyob me’moriy obidalari, madaniy boyliklari bilan jahon tamadduni tarixida muhim o‘rin egallaydi. Ushbu yodgorliklar o‘zbek xalqining qadimiy tarixini, dunyoqarashini, diniy, falsafiy va estetik qarashlarini o‘zida aks ettiradi. Shu bois O‘zbekiston hududidagi yodgorliklarni saqlash, ularni ilmiy o‘rganish va restavratsiya qilish dolzarb masalalardan biri bo‘lib qolmoqda. Aynan XX asr oxiri, xususan 1980-yillar davri O‘zbekistonda yodgorliklarni ta’mirlash, asrash, ilmiy o‘rganish ishlari keskin faollashgan bosqich bo‘ldi. Bu davrga kelib, tarixiy obidalar nafaqat milliy o‘zlikni anglash manbai, balki siyosiy-ideologik vosita sifatida ham e’tirof etila boshlandi. Sovet davrining dastlabki bosqichlarida, xususan 1920–1930-yillarda me’moriy obidalarni o‘rganish va saqlash borasida jiddiy harakatlar boshlangan bo‘lsa-da, bu jarayonlar ko‘pincha markazlashgan, siyosiy ideologiyalarga bo‘ysungan shaklda olib borildi. Biroq keyingi yillarda, ayniqsa XX asrning ikkinchi yarmida, mahalliy tashabbuslar, xalq ustalari, milliy arxitektorlar va tarixchilar bu borada muhim rol o‘ynay boshladi. O‘zbekiston tarixiy yodgorliklari nafaqat mahalliy ahamiyatga ega, balki butun insoniyat uchun muhim madaniy meros hisoblanadi. Shu bois ularni ta’mirlash va asrab-avaylash jarayonlari keng ko‘lamli ilmiy, amaliy va ijtimoiy harakatni talab etadi. Aynan shu nuqtai nazardan olib qaraganda, XX asr oxiri va 1980-yillargacha bo‘lgan davrda yodgorliklarni restavratsiya qilish amaliyotining rivojlanishi, bu jarayonga davlat va jamiyatning munosabati, xalq ustalari va ilmiy xodimlarning ishtiroki tarixiy ahamiyat kasb etadi. O‘zbekiston hududida olib borilgan yodgorliklarni o‘rganish va ta’mirlash ishlari asrlar davomida shakllanib kelgan ilmiy an’analar, xalqona tajriba va arxitektura maktablari asosida rivojlandi. Ayniqsa, IX–XII asrlardan boshlab musulmon sharq me’morchiligi doirasida vujudga kelgan an’anaviy qurilish uslublari keyingi asrlarda ham o‘z ahamiyatini yo‘qotmadi. Shu sababli XX asrning dastlabki yillarida yashab ijod qilgan me’mor va usta-hunarmandlar avvalgi asrlarda yaratilgan yodgorliklarni bemalol ta’mirlab, ularga yangicha naf kiritganlar. Bu holat me’moriy uzviylik va madaniy merosga hurmat belgisi sifatida tarixiy jihatdan alohida o‘rganishga loyiq. O‘zbekiston tarixida restavratsiya ishlari haqida dastlabki ilmiy ma’lumotlar XIX asr oxiri va XX asr boshlariga to‘g‘ri keladi. Bu davrda ko‘plab rus va yevropalik olimlar, tadqiqotchilar, arxeologlar O‘rta Osiyoga kelib, geografik, arxeologik, geologik va etnografik tadqiqotlar olib boradilar. Xususan, L.P.Fedchenko, I.V.Mushketov, V.I.Lipskiy, V.F.Oshanin va boshqalar Turkistonning tarixiy obidalarini ilmiy asosda o‘rganish, ularni tasniflash va tahlil qilish ishlariga

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 hissa qo‘shdilar. 1870 yilda tashkil topgan O‘rta Osiyo olimlari jamiyati va 1895 yilda Toshkentda faoliyat yuritgan Arxeologiya havaskorlari to‘garagi bu boradagi dastlabki tashabbuslarni amalga oshirgan muhim ilmiy markazlar sifatida tarixda o‘z o‘rnini egallagan. Sovet hokimiyati o‘rnatilgach, yodgorliklarni saqlash masalasi davlat siyosati darajasiga ko‘tarildi. 1920-yillarda Turkiston komiteti, 1930-yillarda esa O‘rta Osiyo tashkiloti faoliyati orqali O‘zbekiston hududida yodgorliklarni o‘rganish, ro‘yxatga olish, ta’mirlash va saqlash ishlari boshlangan. Shu bilan birga, ushbu davrda milliy ustachilik maktablari, ayniqsa Buxoro, Xiva, Samarqand, Toshkentda faoliyat olib borgan xalq ustalari restavratsiya jarayonlarida beqiyos rol o‘ynagan. Ta’kidlash joizki, XX asrning o‘rtalaridan boshlab, O‘zbekistonda yodgorliklarni saqlash va restavratsiya qilish bo‘yicha muayyan ilmiy maktablar shakllandi. K.S.Kryukov, N.M.Bachinskiy, B.N.Kastalskiy kabi olimlar o‘zlarining ilmiy izlanishlari, maqola va tavsiyalari bilan bu sohaning nazariy va amaliy asoslarini yaratdilar. Ularning fikr-mulohazalari, ayniqsa konservatsiya uslublari, koshinlar bilan ishlash texnologiyalari, arxitektura bo‘yicha ilmiy qarashlari restavratsiya ishlarining sifatli bajarilishiga xizmat qildi. Shu bilan birga, ularning tajribasi asosida mahalliy ustalar bilan hamkorlikda amalga oshirilgan restavratsiya ishlari bugungi kungacha o‘z ahamiyatini saqlab qolmoqda. O‘zbekistonning yodgorliklarni ta’mirlash tarixida 1920–1930-yillardagi faoliyat alohida o‘ringa ega bo‘lib, bu davrda mavjud ilmiy kadrlar, kam sonli bo‘lsada, mavjud resurslar asosida tarixiy obidalarni asrab qolishga intilish kuchli bo‘lgan. Ammo yuqori malakali restavrator va konservatorlarning yetishmasligi, zamonaviy texnologiyalarning yo‘qligi ba’zan xatoliklar yoki muvaffaqiyatsiz tajribalarni ham keltirib chiqargan. Biroq bu jarayonlar orqali ko‘plab muhim tarixiy yodgorliklar asrab qolingan, ularning tarixiy-estetik qadriyatlari tiklangan. Alohida e’tibor qaratish lozim bo‘lgan jihat shundaki, O‘zbekiston hududida me’moriy yodgorliklarni ta’mirlashda an’anaviy ustachilik tajribasi va ilmiy yondashuv uyg‘un holda olib borilgan. Bu holat boshqa mamlakatlar bilan solishtirganda O‘zbekistonning o‘ziga xos yondashuvini ko‘rsatadi. Jumladan, Yevropa mamlakatlarida me’moriy restavratsiya ko‘proq texnik va konservatsiya nuqtai nazaridan olib borilgan bo‘lsa, O‘zbekistonda bu jarayon xalqona, ruhiymadaniy yondashuvlar bilan boyitilgan. Yana bir muhim jihat – bu davrda madaniy yodgorliklarni yangilash va restavratsiya qilish faqatgina ilmiy yoki texnik muammo bo‘lib qolmasdan, balki milliy o‘zlikni saqlash, tarixiy xotirani tiklash masalasi sifatida ham qaralgan. Ayniqsa, “shaklan milliy, mazmunan sosialistik” shiori ostida madaniyatga bo‘lgan yondashuv davlat siyosatining bir qismiga aylangan davrda, yodgorliklarni saqlashga qaratilgan harakatlar an’anaviy me’morchilikni yo‘qotish xavfi bilan yonma-yon borardi. Bu esa tarixiy binolarning asl qiyofasini saqlab qolish masalasini yanada dolzarb qilib qo‘ydi. 377

Volume 2, Issue 2 378 June 2025 Management and Future Technologies journal.umft.uz Mazkur maqolada O‘zbekiston hududida XX asr oxiri – 1980-yillarga qadar bo‘lgan davrda yodgorliklarni ta’mirlash tarixiga e’tibor qaratiladi. Jumladan, bu davrda amalga oshirilgan ilmiy izlanishlar, davlat siyosati, xalq ustalari va arxitektorlarning roli, restavratsiya texnologiyalari, mavjud muammolar va ularning yechimlari tarixiy asosda tahlil qilinadi. Maqola yondashuvida tarixiylik, tizimlilik, ilmiylik va madaniy-estetik yondashuv asos qilib olinadi. Shuningdek, maqolada XX asr boshlaridan to 1980-yillargacha bo‘lgan yodgorliklarni restavratsiya qilish tarixidagi asosiy bosqichlar, ijtimoiy-siyosiy sharoitlar, tashkiliy tuzilmalar (Turkkomstaris, Sredkomstaris, O‘rta Osiyo tashkiloti) faoliyati, xalq ustalari bilan ilmiy guruhlar hamkorligi, me’moriy uslubiyatlarning davomiyligi, tarixiy yodgorliklarning konservatsiyasi va estetik tiklanishi masalalari chuqur tahlil qilinadi. Asosiy qism O‘zbekiston hududi qadimiy sivilizatsiyalarning markazi bo‘lgan. Bu yerda yuzlab yodgorliklar, madaniy meros obidalari mavjud. 1980-yillarga kelib, ularni saqlab qolish, restavratsiya qilish va ilmiy asosda o‘rganish dolzarb masalaga aylandi. Sovet davrida ushbu jarayonlar markazlashgan holda olib borilgan bo‘lsa-da, mahalliy tashabbuslarning roli ham katta bo‘lgan. Ushbu maqolada aynan XX asr oxiri — 1980-yillarga qadar bo‘lgan davrda O‘zbekistonda yodgorliklarni ta’mirlash tarixiga e'tibor qaratiladi. O‘rta Osiyo ko‘p asrlar davomida, insoniyat tarixidagi ko‘hna sivilizasiya beshiklaridan biri bo‘lgan. Bu o‘lkada yashab o‘tgan xalqlar jahonga dong taratgan moddiy va ma’naviy yodgorliklarning durdona namunalarini yaratganlar. Shu bilan bir qatorda, bu o‘lka o‘zining tabiiy boyliklari orqali chet elliklarni ko‘p asrlar mobaynida o‘ziga jalb qilib kelgan. Bu o‘lka boyliklari ko‘proq inglizlar va ruslarni qiziqtirgan. Ular bir necha o‘n yilliklar davomida turli xil ekspedisiyalar tashkil etib, O‘rta Osiyoni har tomonlama o‘rganishga harakat qilganlar. O‘rta Osiyoga Rossiyadan juda ko‘plab olimlar, mutaxassislar kelib, geografik, geologik, mineralogik tadqiqotlar o‘tkazadilar. Turkistonning hayvonot va nabotot olamini, xalqlarning tarixi, turmush tarzi, urf- odatlari va tilini o‘rganadilar. Masalan, L.P.Fedchenko va O.A.Fedchenkolar fizika, geografiya, geologiya, antropologiya va etnografiya rivojiga hissa qo‘shishgan. Geolog va geograf I.V.Mushketov Turkistoning geologik tuzilishi to‘g‘risidagi ilmiy konsepsiyani ilgari surdi va «Fizik geografiya» asarini yozdi. A.P.Seversev, G.D.Romanovskiy, V.L.Komarov, V.I.Lipskiy, V.F.Oshanin, A.I.Krasnov va boshqa ko‘plab olimlar Turkistonda ilm-fanni rivojlantirishda hamda yodgorliklarni o‘rganish borasida ko‘p ishlar qilishdi. 1870 yilda O‘rta Osiyo olimlari jamiyati paydo bo‘ldi. Bu jamiyat o‘z oldiga O‘rta Osiyo tarixi, geografiyasi, etnografiyasiga va tarixiga oid ma’lumotlarni to‘plash, ishlash va tarqatishni maqsad qilib qo‘ygan edi.

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 O‘lkada ishlab turgan havaskor arxeologlar 1895 yilda Turkiston arxeologiya havaskorlari to‘garagiga birlashdi. To‘garak a’zolarining to‘plagan haqikiy ma’lumotlari, ilk marta topgan materiallari undan keyingi tadqiqotchilar uchun yordamchi material bo‘ldi va o‘tmish yodgorliklarining zamon o‘tishi bilan yo‘qolib ketgan ko‘p tafsilotlarini, shu yodgorliklar bilan bog‘liq bo‘lgan folklor va yozma manbaalarni qayd qilish imkonini berdi. To‘garak a’zolarining o‘rtaga qo‘ygan masalalari va mulohazalari, garchi munozarali va zamon sinoviga bardosh bera olmagan bo‘lsada, har xolda butun davr uchun shubhasiz katta ahamiyatga ega edi. Ularning bu ishlari tadqiqotchilik fikrining rivojlanishiga turtki bo‘ldi, unga ilmiy jamoat diqqatini tortdi. Shu tariqa O‘rta Osiyoning moddiy va madaniy yodgorliklari, qimmatbaho buyumlari, nodir qo‘lyozmalari chet mamlakatlarga olib ketildi. Rus olimlari bilan bir qatorda, ilg‘or fikrli mahalliy ziyolilar ham qadimgi yodgorliklarni avaylab-asrash, ularni kelajak avlod uchun saqlab qolish hamda muhofaza qilishda o‘z hissalarini qo‘shdilar. O‘rta Osiyodagi qadimiy yodgorliklarni o‘rganishga avvaldan e’tibor berilgan. O‘rta Osiyoga kelgan har bir kishi uning boy merosiga lol qolar edi. Turkiston haqidagi tasodifiy va qisman kuzatuvlar gazetalarda, ayniqsa, Toshkentda “Turkestanskiye vedomosti” (1870–1917) jurnalida maqolalar sifatida chop etila boshlandi. Arxeologiya va osori-atiqalarni saqlash sohasida “havaskorlar” bilan bir qatorda O‘rta va Sharqiy Osiyoni o‘rganuvchi ilgarigi imperator Arxeologiya Komissiyasi va keyinchalik Rus qo‘mitasi ilmiy izlanishlar olib bordi. Ular tomonidan ajratilgan pul mablag‘lari hisobiga arxeologiya qazilma ishlari, yodgorliklarda esa tekshirish ishlari olib borildi. Turkistondagi qadimiy yodgorliklarni o‘rganishga 1895 yildan 1917 yilgacha Toshkentda faoliyat ko‘rsatgan Arxeologiya havaskorlar to‘garagi ko‘p yordam berdi. 1917 yildagi siyosiy voqyealar O‘rta Osiyodagi qadimiy yodgorliklarni saqlash va o‘rganish bo‘yicha olib borilayotgan madaniy ishlarni to‘xtatib qo‘ydi. Faqat 1920 yilda Toshkentda yana qaytadan O‘rta Osiyo qadimiy yodgorliklarini o‘rganish va saqlash uchun uyushma tashkil etish zaruriyati haqida fikr tug‘iladi. Nihoyat Turkistondagi me’moriy yodgorliklarini saqlash, ta’mirlash masalalari bo‘yicha mahalliy ilmiy kuchlardan ba’zilari birlashtirildi va bu ishlarga markazdan (o‘sha paytdagi) vakillar jalb qilindi. O‘zbekiston me’moriy yodgorliklarini ta’mirlash amaliyoti tarixini tadbiq etish shuni ko‘rsatadaki, bu sohadagi muammolar, XX asrning yigirmanchi yillaridan boshlangan. Chunki, IX– XII asrlardan boshlab Markaziy Osiyoda islom dini ta’sirida yangicha me’moriy yo‘nalish yuzaga kelgan va u XX asrgacha uzviy rivojlanib borgan. Shu tufayli IX–XII asrlarda yaratilgan biror bir inshootning me’moriy va konstruktiv tuzilishi XX asr boshlarigacha yashab ijod etgan O‘rta Osiyolik mutaxassislarga tushunarli bo‘lgan. Binobarin XX asr boshlarida aytarli har bir me’mor o‘zidan oldin yaratilgan inshootlarni bemalol tamirlay olgan. Buni XX asrda yaratilgan Buxorodagi Olimxon madrasasi, Samarqanddagi Panjob madrasasi, Xiva Ichan qal’asidagi minora, madrasa, karvonsaroylar hamda Toshkent, Samarqand, Buxoro, Shahrisabz, Qo‘qon, Andijon va boshqa shaharlarda XIX–XX asrlarda qurilgan masjidlarning o‘rta asr imoratlari bilan badiiy va konstruktiv 379

Volume 2, Issue 2 380 June 2025 Management and Future Technologies journal.umft.uz mushtarakligida ham ko‘rish mumkin. Shu tufayli bo‘lsa kerak M.K.Axmedovning yozishicha, O‘rta Osiyoda «ta’mirlamoq» so‘zi XX asrning o‘rtalarigacha, ayni paytda ham yangitdan qurishni ham eski imoratni yangilashni anglatgan[1]. Yevropadan farqli o‘laroq, Toshkent, Samarqand, Buxoro, Xiva, Andijon yoki O‘zbekistonning boshqa shaharlarida XIX asr oxiri XX asr boshlarida qurilgan masjid, madrasa, karvonsaroy quruvchi va me’morlari IX–X yoki XIX–XX asrlarda qurilgan shunday imoratlarni qiynalmasdan ta’mirlay olardi. Chunki uning shakllanishi asosida umumiy me’moriy va badiiy qonuniyatlar yotardi. O‘zbekiston me’moriy obidalarini ta’mirlash ishlari XIX asr boshidan o‘rganila boshlandi. Lekin tarixiy shaharlarning gullab yashnagan davrida binolarni ta’mirlash, qurish borasida bir qancha ishlar olib borilganligi ham tarixiy manbalardan ma’lum. Masalan, XIV asr oxiri Temuriylar davrida XII–XIII asrlarga taalluqli musulmonlarning muqaddas joylari – Chashmai Ayub, Turk Jondi, Sayfetdin Baxorzi maqbaralari ilgarigi asosda ta’mirlandi. Shuningdek, XVI asr Shayboniylar davrida ham XII asrga taalluqli bo‘lgan – Magoki Attoriy, Namozgoh masjidlari mustahkamlanib, qayta tiklandi va Ulug‘bek madrasasi ta’mirlandi. Tarixiy shaharlar me’moriy obidalariga taalluqli bo‘lgan ta’mirlash ishlari bo‘yicha ba’zi bir fikrlar umumiy tarzda O‘zbekiston yoxud yaxlit O‘rta Osiyo obidalari asosida maqolalarda qisqacha bayon etilar edi. Bu borada, ayniqsa, olim bir qancha ta’mirlash ishlarining muallifi va ishtirokchisi K.S.Kryukovning maqolalari juda qadrlidir[2]. Bu maqolalarda Buxoro me’morchilik obidalarini ta’mirlashga taalluqli bo‘lgan maxsus izlanish va taxminiy rejalar ko‘rsatib o‘tilgan edi. Shunday qilib, 1920 yilda Maorif Xalq Komissiariatida (Narkompros), 1921 yili muzey ishlari, qadimiy me’moriy obidalarni saqlash bo‘yicha Turkiston komiteti (Turkkomstaris) tuzildi. 1925 yilda bu tashkilot O‘rta Osiyo Qo‘mitasi (Sredkomstaris), 1932 yilda esa O‘rta Osiyo tashkiloti deb nomlanib, respublikaning tarixiy shaharlarida o‘z tashkilotlarini ochdi. Uning markaziy idorasi Toshkent shahrida joylashgan edi. Unga D.I.Nechkin rahbarlik qildi. O‘rta Osiyodagi yodgorliklarni ta’mirlash bilan bog‘liq bo‘lgan barcha ilmiy savollar Muzeylar bo‘limi tomonidan tashkil etilgan maxsus komissiya doirasida oldindan ishlab chiqilardi. Dastlab bu komissiya guruhiga D.S.Markov, 1923 yildan boshlab esa uning sog‘lig‘i yomonlashganligi sababli, I.V.Rulskiy, keyinchalik D.P.Suxov, N.B.Baklanov, I.R.Levinson, B.N.Zasыpkin, B.P.Denike va boshqalar raislik qildilar. O‘rta Osiyodagi Buxoro tashkilotida (Buxkomstaris) taniqli arxeolog V.A.Shishkin boshchiligida I.I.Umnyakov, Musa Saidjonov kabi bir qancha tadqiqotchilar ishladilar. Ta’mirlash ishlarini ular xalq ustalari – Usta Ibroxim Xafizov, Raxim Xayatov, Shirin Muradovlar bilan hamkorlikda olib bordilar18. Yuqori malakali kadrlarning yetishmasligi, ma’lum bir uslubiyatni to‘laqonli amalga oshirilmasligi, yuqori darajali restavrasiyani vujudga keltirmas edi. Shuning uchun ham o‘sha davrda tashkilotning asosiy vazifasi kichik ta’mirlash ishlarini amalga oshirish yoki buzilayotgan fragmentlarini qisman saqlab qolish bilan keyingi paytda yetadigan zararlarni oldini olish edi.