INTEGRATING GENERATIVE AI TOOLS INTO EFL WRITING INSTRUCTION: DEVELOPING DIGITAL LITERACY AND CRITICAL THINKING AMONG UZBEK SECONDARY SCHOOL LEARNERS

This article examines the integration of generative artificial intelligence tools into English as a Foreign Language (EFL) writing instruction within Uzbek secondary schools, focusing on the development of digital literacy and critical thinking skills. Through comprehensive literature analysis and pedagogical examination, this study explores how AI technologies such as ChatGPT, Grammarly, and other generative tools can be effectively incorporated into writing curricula while maintaining educational integrity