EFFECTIVENESS OF AI-GENERATED LISTENING MATERIALS VS. TEXTBOOK AUDIO IN EFL LEARNING
Keywords:
Keywords: Artificial Intelligence, EFL listening, textbook audio, AI-generated materials, language learning, digital education, text-to-speech, listening comprehension, learner engagement, personalized learning, blended instruction.Abstract
Abstract: This study examines the comparative effectiveness of AI-generated
listening materials and traditional textbook audio in the context of English as a Foreign
Language (EFL) learning. With the growing use of Artificial Intelligence in language
education, learners are increasingly exposed to dynamic, customizable, and context-
specific audio content generated by advanced text-to-speech technologies. This article
analyzes how such AI-driven resources impact listening comprehension, learner
engagement, and pedagogical flexibility compared to scripted, professionally recorded
textbook audio. Drawing on theoretical perspectives and recent empirical findings, the
paper explores dimensions such as adaptability, content authenticity, listening
accuracy, and learner motivation. While AI-generated materials offer greater
personalization and relevance to real-world communication, textbook audio provides
structured, predictable input that aligns closely with curriculum goals. The findings
suggest that a blended model combining both modalities may yield optimal results,
balancing innovation with pedagogical consistency. The study highlights the
importance of integrating technological advancements thoughtfully to enhance
listening proficiency while supporting diverse learner needs and preferences.
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