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Does AI-assisted Instruction Facilitate Listening and Speaking in Junior High EFL Classrooms?

Author

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  • Zihan Wang

    (School of English Language and Culture, Zhejiang International Studies University, Hangzhou, Zhejiang Province 310012, China)

  • Lingling Li

    (School of Applied Foreign Languages, Zhejiang International Studies University, Hangzhou, Zhejiang Province 310012, China.)

Abstract

This review examines studies published between 2018 and 2024 to assess how Artificial Intelligence (AI) has shaped listening and speaking instruction in junior high English as a Foreign Language (EFL) classrooms. Based on an analysis of 59 empirical studies across varied educational contexts, the review addresses two key questions: (1) What are the common learning outcomes associated with AI-supported instruction? and (2) What are the challenges of integrating AI into EFL teaching? The findings highlight three main areas of impact: improved pronunciation and speaking fluency through speech recognition technologies, greater learner engagement driven by gamified and adaptive tools, and the development of digital literacy skills. Despite these, several limitations persist, including the dominance of short-term studies, cultural and regional bias, a strong urban focus, and a general lack of teacher training. The review also underscores concerns around cultural and linguistic biases in AI systems, particularly regarding speech recognition.

Suggested Citation

  • Zihan Wang & Lingling Li, 2025. "Does AI-assisted Instruction Facilitate Listening and Speaking in Junior High EFL Classrooms?," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 7(2), pages 01-04, May.
    • Handle: RePEc:alk:ijels0:v:7:y:2025:i:2:id:9313
    DOI: 10.32996/ijels.2025.7.2.1
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