Generative AI in College English Listening Instruction: Exploring Teacher Experiences and Pedagogical Integration
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i12.3027
Abstract
This study investigates the integration of generative AI into college English listening instruction, emphasizing teachers’ experiences, perceptions, and challenges. Through semi-structured interviews and classroom observations, the study examines how AI-driven tools enhance listening comprehension by offering personalized learning experiences and adaptive feedback. Findings indicate that generative AI supports differentiated instruction, fosters student engagement, and provides tailored practice opportunities. However, challenges such as inadequate training and curriculum misalignment limit effective integration. This research contributes to the growing body of literature on AI-assisted language learning, providing practical insights for educators and policymakers to improve listening pedagogy through AI technologies.
Keywords
Generative AI, AI-assisted language learning, listening instruction, teacher experiences, curriculum integration
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[3] Huang, A. Y., Lu, O. H., Yang, S. J. Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education. 2023; 194: 104684.
[4] Wei, L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology. 2023; 14: 1261955.
[5] Yu, H., Guo, Y. Generative artificial intelligence empowers educational reform: current status, issues, and prospects. In Frontiers in Education. Frontiers Media SA. 2023; 8: 1183162.
Copyright © 2024 Xiaojing Huang, Xu Han, Anqi Dou
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License