A Longitudinal Study on NLP-Enhanced Bilingual Pedagogy for Non-Linguistic Majors

Digital Technologies Research and Applications

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A Longitudinal Study on NLP-Enhanced Bilingual Pedagogy for Non-Linguistic Majors

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https://doi.org/10.54963/dtra.v5i1.1985
Ibragimova, S., Pulatova, Z., Tursunova, U., Azimova, N., Khodjikulova, S., Kuzikulova, D., Khusamiddinova, M., Nutfiyeva, D., Khudoyarova, Z., & Zarina, K. (2026). A Longitudinal Study on NLP-Enhanced Bilingual Pedagogy for Non-Linguistic Majors. Digital Technologies Research and Applications, 5(1), 207–218. https://doi.org/10.54963/dtra.v5i1.1985
Volume 5 Issue 1: March 2026 (in progress)
Copyright (c) 2026 Sevara Ibragimova, Ziyoda Pulatova, Umidaxon Tursunova, Nilufar Azimova, Shahlo Khodjikulova, Dilfuzaxon Kuzikulova, Malika Khusamiddinova, Dildora Nutfiyeva, Ziyoda Khudoyarova, Khasanova Zarina
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Authors

  • Sevara Ibragimova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Ziyoda Pulatova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Umidaxon Tursunova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Nilufar Azimova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Shahlo Khodjikulova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Dilfuzaxon Kuzikulova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Malika Khusamiddinova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Dildora Nutfiyeva

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Ziyoda Khudoyarova

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan
  • Khasanova Zarina

    Department of Foreign Languages Education, Tashkent State University of Economics, Tashkent 100066, Uzbekistan

Received: 2 December 2025; Revised: 23 January 2026; Accepted: 5 February 2026; Published: 28 February 2026

Persistent dissatisfaction with the outcomes of conventional English instruction in bilingual classroom settings has highlighted the need for more effective pedagogical models for non-linguistic majors in regional universities. These challenges are particularly pronounced in small, instructor-led groups taught primarily by non-native English-speaking lecturers under constrained institutional conditions. The study aimed to design, implement, and evaluate a bilingual teaching model enhanced by emerging natural language processing (NLP) tools in order to improve learner engagement, motivation, and language proficiency among non-linguistic majors. It also sought to examine how technological support could mitigate external and institutional factors that limit the effectiveness of traditional instruction. A longitudinal research design was employed, covering the period from 2008 to 2017. The study combined qualitative analysis of institutional and instructional conditions with the implementation of an integrated foreign-language environment that embedded NLP tools into classroom activities, feedback mechanisms, and assessment practices. Student progress was monitored through a hybrid system integrating conventional assessment instruments with NLP-supported data tracking. The findings demonstrate that the NLP-enhanced bilingual model significantly increased student motivation and produced measurable gains in English proficiency over time. The novelty of the study lies in its early and systematic integration of NLP applications into bilingual pedagogy within non-linguistic programs, offering empirically grounded insights into technology-supported language instruction and providing a transferable framework for institutions operating in comparable educational contexts.

Keywords:

Academic Communication Assessment Monitoring Bilingual Education Curriculum Development Integrated Language Environment Technology-Enhanced Learning

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