THE IMPACT OF AI-GENERATED AUTHENTIC DIALOGUES VS. ARTIFICIALLY WRITTEN TEXTBOOK CONVERSATIONS ON LISTENING ENGAGEMENT
Keywords:
Artificial intelligence, listening engagement, authentic dialogues, textbook conversations, Uzbek EFL learners, real-life communication, ChatGPT, adaptive learning, language input, speech naturalness.Abstract
This study explores the comparative effects of AI-generated authentic dialogues and traditionally scripted textbook conversations on listening engagement among Uzbek EFL learners. As textbook dialogues often lack spontaneity and contextual depth, the integration of AI-powered conversational tools, such as ChatGPT, presents a novel opportunity to simulate realistic speech for listening practice. Sixty upper-intermediate students participated in a four-week intervention where one group listened to AI-generated conversations designed to reflect real-world communication, while the control group used conventional textbook dialogues. Findings revealed that students exposed to AI-generated dialogues demonstrated higher levels of attention, motivation, and comprehension, particularly in interpreting speaker intent and conversational nuances. Qualitative data indicated that learners perceived AI content as more natural, dynamic, and relatable, contributing to increased emotional and cognitive engagement. However, challenges included the need for pedagogical adaptation of AI content to align with proficiency levels and curriculum goals. Overall, the study supports the integration of AI-generated listening materials as a means of enhancing authenticity and engagement in EFL listening instruction, provided that appropriate instructional support is in place.
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