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The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial

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  • Yanling Xiao

    (Hainan University)

Abstract

This randomized controlled trial explored the effects of employing AI-driven methodologies on enhancing listening comprehension, flow experience, and alleviation of listening anxiety among English as a foreign language (EFL) learners. A cohort of 84 Chinese university students, primarily associated with English language programs, participated and were randomly assigned to either an experimental group utilizing AI-driven speech recognition technology or a control group receiving similar instruction without AI integration. Pre- and post-intervention assessments evaluated participants’ listening comprehension abilities, flow state, and listening anxiety. To assess the sustainability of the intervention effects, a follow-up assessment was conducted 3 weeks after the post-intervention assessment. The linear mixed model analyses demonstrated sustained benefits associated with the AI-driven approach. The experimental group exhibited notable improvements in listening skill scores, significant enhancements in the sense of flow, and decreased levels of listening anxiety across all three assessment points. In contrast, the control group showed comparatively moderate advancements in listening skills, relatively stable flow experience, and marginal changes in listening anxiety over the same duration. These outcomes highlight the efficacy of AI-driven technology in optimizing language learning outcomes for EFL students, emphasizing its potential to enhance listening comprehension, cultivate a more immersive learning experience, and alleviate listening-related apprehensions among learners.

Suggested Citation

  • Yanling Xiao, 2025. "The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-14, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04672-8
    DOI: 10.1057/s41599-025-04672-8
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    References listed on IDEAS

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    1. Jalil Fathi & Ali Derakhshan & Saeede Torabi, 2020. "The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners," SAGE Open, , vol. 10(2), pages 21582440209, June.
    2. Bin Zou & Yiran Du & Zhimai Wang & Jinxian Chen & Weilei Zhang, 2023. "An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners’ Speaking Skills," SAGE Open, , vol. 13(3), pages 21582440231, August.
    3. Li, Jian & Huang, Jin-Song, 2020. "Dimensions of artificial intelligence anxiety based on the integrated fear acquisition theory," Technology in Society, Elsevier, vol. 63(C).
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