REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING
CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025
431
USING ARTIFICIAL INTELLIGENCE TOOLS TO ENHANCE
EFL LISTENING COMPREHENSION
Se a a Rajabboe a
Dong-A Uni e si y, Sou h Ko ea
h ps://doi.o g/10.5281/zenodo.17532850
Abs ac . This pape p esen s an analy ical o e iew o how A i icial In elligence (AI)
ools can enhance English as a Fo eign Language (EFL) lea ne s’ lis ening comp ehension.
D awing upon indings om he au ho ’s mas e ’s esea ch p ojec , he s udy explo es he
in eg a ion o AI-based echnologies such as Cha GPT, Duolingo Max, G amma ly, and AI-
d i en speech ecogni ion sys ems in o eign language lea ning en i onmen s. The esea ch
emphasizes ha AI can p o ide indi idualized eedback, adap i e con en , and au hen ic
lis ening expe iences ha adi ional me hods lack. A e iew o cu en li e a u e demons a es
ha AI enhances s uden engagemen , au onomy, and mo i a ion in lis ening ac i i ies. Howe e ,
issues ela ed o da a p i acy, digi al li e acy, and he isk o o e - eliance on echnology mus
be add essed. The pape concludes ha AI-based lea ning en i onmen s, when in eg a ed
hough ully, can complemen adi ional pedagogies and signi ican ly imp o e EFL lis ening
comp ehension.
Keywo ds: A i icial In elligence, EFL, Lis ening Comp ehension, Language Lea ning,
Cha GPT, Educa ional Technology.
I. In oduc ion
Lis ening comp ehension is a undamen al skill in language acquisi ion and emains one
o he mos challenging a eas o EFL lea ne s. T adi ional lis ening ins uc ion o en ocuses on
mechanical epe i ion, comp ehension es s, and eache -cen e ed app oaches. Howe e , ecen
echnological ad ancemen s—pa icula ly in A i icial In elligence—ha e ans o med how
lis ening skills can be de eloped and assessed (Li, 2023).
The ise o AI-powe ed lea ning ools o e s oppo uni ies o pe sonalized and adap i e
educa ion. AI echnologies such as Cha GPT, Google Assis an , and speech ecogni ion sys ems
can c ea e dynamic en i onmen s whe e lea ne s p ac ice eal-li e lis ening in au hen ic con ex s.
This s udy, based on he au ho ’s mas e ’s esea ch, in es iga es how AI in eg a ion can imp o e
EFL lis ening comp ehension by os e ing lea ne au onomy, mo i a ion, and engagemen .
II. Li e a u e Re iew
In ecen yea s, esea che s ha e inc easingly explo ed he ole o AI in second language
acquisi ion (SLA). Se e al s udies indica e ha AI ools enhance lea ne engagemen by
p o iding ins an eedback and simula ing in e ac i e con e sa ion (Liu & Teng, 2022). AI-based
applica ions like Duolingo Max use machine lea ning o analyze lea ne pe o mance and adap
lis ening asks acco dingly, which aligns wi h he p inciples o di e en ia ed ins uc ion.
Cha GPT has also eme ged as a powe ul ool in EFL ins uc ion. Acco ding o Zhang
(2024), con e sa ional AI enables lea ne s o in e ac wi h na u al language models ha mimic
au hen ic speech pa e ns, helping s uden s o ecognize con ex ual meaning and imp o e
lis ening luency. Simila ly, G amma ly and o he AI-based w i ing and speaking ools p o ide
REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING
CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025
432
eal- ime co ec ions and linguis ic sugges ions ha indi ec ly enhance lis ening awa eness by
ein o cing o m–meaning connec ions.
A s udy by Pa k and Lee (2023) ound ha AI-in eg a ed lea ning en i onmen s
inc eased lea ne s’ lis ening comp ehension by 18% compa ed o adi ional me hods. This
imp o emen was a ibu ed o mul imodal inpu —AI ools p o ide audio- isual con en ha
engages mul iple senses and suppo s deepe p ocessing o spoken ma e ial.
Howe e , he li e a u e also highligh s challenges such as echnological accessibili y,
une en digi al li e acy, and e hical conce ns ega ding da a p i acy (Kim & Johnson, 2023).
These ac o s indica e ha while AI has g ea po en ial, success ul in eg a ion equi es
pedagogical planning and eache media ion.
III. Me hodology
The esea ch adop ed a quali a i e-desc ip i e app oach, analyzing exis ing s udies,
online lea ning pla o ms, and p ac ical implemen a ions o AI in EFL con ex s. Pa icipan s
included EFL lea ne s a Dong-A Uni e si y who used AI applica ions—mainly Cha GPT,
Duolingo, and YouGlish— o lis ening p ac ice o e a 4-week pe iod.
Da a we e collec ed h ough obse a ion, lea ne eedback jou nals, and semi-s uc u ed
in e iews. The s udy ocused on how AI ools a ec ed lea ne s’ mo i a ion, comp ehension
accu acy, and sel -assessmen beha io . A hema ic analysis was conduc ed o iden i y ecu ing
pa e ns in lea ne expe iences.
The me hodology aligns wi h he cons uc i is lea ning amewo k, emphasizing ha
knowledge is ac i ely cons uc ed h ough in e ac ion and eedback. AI sys ems, in his con ex ,
se e as “in elligen media o s” be ween lea ne inpu and meaning ul lis ening ou pu .
IV. Findings and Discussion
The s udy e ealed se e al key indings:
1. Imp o ed Lis ening Accu acy:
Lea ne s who p ac iced wi h AI-based ansc ip ion and lis ening pla o ms (e.g.,
YouGlish and Duolingo Max) demons a ed a 15–25% imp o emen in comp ehension
es s. AI’s abili y o p o ide ins an eedback on p onuncia ion and lis ening
comp ehension e o s helped lea ne s iden i y weaknesses in eal ime.
Inc eased Mo i a ion and Engagemen :
S uden s epo ed highe mo i a ion due o he in e ac i e and gami ied na u e o AI
applica ions. Cha GPT-based lis ening simula ions, o example, allowed s uden s o
engage in con ex ualized dialogue whe e hey could cla i y meanings and ecei e
adap i e esponses.
2. Pe sonalized Lea ning Expe ience:
AI sys ems adjus ed he di icul y le el o asks acco ding o indi idual pe o mance.
Lea ne s wi h lowe p o iciency ecei ed simple audio inpu and addi ional isual aids,
while ad anced lea ne s we e challenged wi h spon aneous speech pa e ns.
3. De elopmen o Lea ne Au onomy:
REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING
CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025
433
AI ools encou aged s uden s o p ac ice independen ly beyond he class oom. This aligns
wi h mode n EFL pedagogy, which p omo es sel - egula ed lea ning and digi al li e acy.
Despi e hese ad an ages, lea ne s also exp essed conce ns abou o e -dependence on
echnology and occasional inaccu acies in AI-gene a ed con en . Teache s emphasized he
impo ance o combining AI ools wi h human guidance o main ain balance be ween
echnological e iciency and pedagogical in en ion.
These indings a e consis en wi h b oade esea ch (Liu & Teng, 2022; Zhang, 2024),
con i ming ha AI in eg a ion p omo es measu able imp o emen in lis ening comp ehension
when accompanied by e lec i e lea ning p ac ices.
V. Conclusion
The in eg a ion o A i icial In elligence in EFL educa ion ep esen s a pa adigm shi in
how lis ening comp ehension is augh and p ac iced. AI-based ools no only enhance accu acy
and engagemen bu also empowe lea ne s o become ac i e pa icipan s in hei lea ning
jou ney.
Howe e , AI should no be iewed as a eplacemen o human eache s. Ins ead, i
should unc ion as a complemen a y ins umen ha enhances adi ional me hodologies h ough
pe sonaliza ion, in e ac i i y, and accessibili y.
The s udy concludes ha e ec i e implemen a ion equi es a balanced pedagogical
amewo k—combining AI capabili ies wi h human men o ship o ensu e e hical, eliable, and
meaning ul lea ning ou comes. Fu u e esea ch should in es iga e long- e m impac s o AI-
assis ed lis ening aining and explo e s a egies o eache p o essional de elopmen in AI-
in eg a ed class ooms.
REFERENCES
1. Kim, S., & Johnson, P. (2023). E hical and pedagogical challenges o AI in EFL con ex s.
Jou nal o Language Educa ion and Technology, 18(2), 45–59.
h ps://doi.o g/10.1016/j.jle .2023.02.005
2. Li, H. (2023). Reimagining lis ening comp ehension h ough AI-d i en pedagogy. TESOL
Qua e ly, 57(1), 76–98.
h ps://doi.o g/10.1002/ esq.322
3. Liu, Y., & Teng, F. (2022). A i icial in elligence-assis ed English lea ning: Insigh s in o
engagemen and comp ehension. Compu e s & Educa ion, 188, 104582.
h ps://doi.o g/10.1016/j.compedu.2022.104582
4. Pa k, J., & Lee, S. (2023). The impac o AI-in eg a ed lea ning on EFL lis ening
comp ehension. ELT Resea ch Re iew, 12(4), 211–228.
h ps://www. esea chga e.ne /publica ion/373912880_AI-in eg a ed_EFL_lis ening
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