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forms, while Karakalpak uses agglutinative suffixes and intensifying prefixes in a highly regular
system governed by vowel harmony. By analyzing the grammatical, morphological, and syntactic
aspects of adjective comparison in these two languages, we gain a deeper appreciation of their unique
characteristics. Furthermore, the findings of this comparative study have practical implications for
bilingual education, translation, and language teaching, especially in regions where both English and
Karakalpak are used. As global communication increases, such comparative linguistic studies
contribute to better cross-cultural understanding and more effective language instruction.
References:
1.
Базарбаева, Мияссар. "Comparative analysis of grammatical systems of adjectives in the
english and karakalpak languages."
Инновации в современной лингвистике и преподавании
языков
1.1 (2025): 166-172.
2.
Kholmurodova, Marjona Khurshid Qizi, and Guzal Khursanovna Turaeva. "THE
COMPARATIVE ANALYSIS OF THE ADJECTIVES IN PRESENT DAY ENGLISH AND
UZBEK LANGUAGES."
Central Asian Academic Journal of Scientific Research
2.6 (2022):
320-325.
3.
Reymova, A. "Comparison of English and Karakalpak nouns."
НА ПЕРЕСЕЧЕНИИ
ЯЗЫКОВ И КУЛЬТУР
(2021): 406.
4.
Perdebaevich,
Saparov
Salamat.
"SEMANTIC-STRUCTURAL
ANALYSIS
OF
COMPARATIVE
EXPRESSIONS
OF
ENGLISH
AND
KARAKALPAK
LANGUAGES."
European journal of literature and linguistics
2 (2023): 57-61.
5.
Zinatdinova, Arzayim. "THE COMPARATIVE ANALYSIS OF ADJECTIVES IN
ENGLISH AND UZBEK LANGUAGES."
Академические исследования в современной
науке
3.50 (2024): 180-182.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN MPROVING CHINESE LISTENING
SKILLS
Karakhan Kamila Master's degree
Kazakh National Women's Teacher Training University,
Faculty of Philology, Department of Professional Training in Foreign Languages
Abstract.
This study investigates the role of Artificial Intelligence (AI) in improving Chinese
listening comprehension, emphasizing the effectiveness of AI-powered tools and applications. AI’s
integration into language learning has proven to enhance listening skills, especially in tonal languages
like Chinese. This research examines how AI-driven platforms, such as intelligent tutors, virtual
assistants, and interactive apps, support Chinese listening practice. These tools allow learners to
practice at their own pace, with varying difficulty levels, and engage through multimedia features.
The purpose is to highlight AI’s potential to make language education more accessible, efficient, and
tailored to individual needs. Using a quantitative approach, the study will survey learners who have
used AI tools for listening practice, focusing on aspects like tone recognition. The survey targets
undergraduate students in Kazakhstan who have employed AI tools to improve their Chinese listening
skills. The findings are expected to offer insights into AI’s ability to provide interactive and
personalized learning experiences.
Keywords
: Artificial Intelligence (AI), Chinese Listening Comprehension, Language Learning
Technology, AI-Powered Educational Tools, Multimedia Language Practice
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INTRODUCTION. In recent years, the integration of Artificial Intelligence (AI) into language
education has significantly transformed the ways in which listening skills are developed and assessed.
Listening comprehension, particularly in tonal languages such as Chinese, poses unique challenges
due to its reliance on subtle variations in tone, pitch, and pronunciation. Traditional teaching methods
often struggle to meet the diverse learning preferences and pace of individual students. However, AI-
powered tools and platforms offer innovative solutions by creating immersive and adaptive listening
environments. Concurrently, the rapid proliferation of mobile technologies and the widespread
adoption of smartphones and tablet devices have rendered mobile tools an essential component of
both daily life and educational practice. In this context, Mobile-Assisted Language Learning (MALL)
has emerged as a prominent area of inquiry within language education research [1].
Kazakh scholar [2] emphasizes that AI-based technologies in language learning not only increase
motivation but also improve students’ autonomy and listening engagement. Her research highlights
the effectiveness of AI tools in multilingual settings, noting that learners gain from contextualized,
AI-generated speech input that mirrors authentic listening situations. Similarly, Kukulska-Hulme [3]
supports the role of AI in creating immersive and efficient learning experiences.
AI, formally recognized as a field of study during the Dartmouth Conference in 1956, has seen
substantial advancements since the 2010s with the development of deep learning, speech recognition,
and natural language processing [4]. These technological breakthroughs have enabled the creation of
intelligent systems capable of delivering real-time feedback, speech modeling, and individualized
listening practice. Mobile applications, virtual tutors, and AI-enhanced platforms now simulate
authentic conversational contexts, providing learners with opportunities to improve listening
comprehension outside the traditional classroom setting.
Chinese scholar Li Jun [5] explores the challenges and limitations of AI in language learning,
particularly for Chinese as a foreign language. Li discusses the difficulty of AI systems in accurately
replicating the complex linguistic features of Chinese, such as its tonal nature and the regional
variations in pronunciation. Despite these challenges, Li emphasizes the potential of AI tools to bridge
learning gaps by providing continuous, individualized practice.
A growing div of research supports the pedagogical value of AI in language learning. Kukulska-
Hulme [3] argues that AI can personalize learning trajectories, enhancing learner engagement and
outcomes. Ultimately, this study will contribute to a deeper understanding of how AI can improve
Chinese listening skills, shedding light on its effectiveness, challenges, and potential for future
educational practices.
MATERIALS AND METHOD. This study utilized a quantitative research design to investigate
the effectiveness of Artificial Intelligence (AI) tools in enhancing Chinese listening skills among
university students. Data were collected through a structured, self-administered questionnaire,
focusing on usage frequency, learner perceptions, and challenges related to AI-assisted listening. The
sample consisted of 30 purposively selected students enrolled in intermediate to advanced Chinese
language courses, all with prior experience using AI-powered applications for listening practice.
Three key AI tools were examined: HelloChinese, Du Chinese, and iFlytek TingShuo, chosen for
their emphasis on listening activities, adaptive content, and personalized feedback [7]. The
questionnaire featured multiple-choice and Likert scale questions, with content validity ensured
through expert review. Data analysis was conducted using SPSS software. Descriptive statistics
summarized participant responses, while Pearson correlation and linear regression assessed the
relationship between AI tool usage and listening improvement [6]. This approach offers empirical
evidence to inform the integration of AI into language learning environments.
FINDINGS AND DISCUSSION. The survey data provided valuable insights into how AI tools
support Chinese listening skills among 30 university students. Among participants, 72% used AI tools
at least three times a week, with HelloChinese being the most popular (35%), followed by Du Chinese
(30%) and iFlytek TingShuo (25%). Notably, 45% used these tools daily. Frequent use was linked to
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improved listening comprehension, particularly with HelloChinese, which was praised for its
interactive activities, real-time feedback, and pronunciation support. These findings align with Li and
Ni [7], who emphasized the positive impact of regular AI tool use on learning outcomes.
A total of 68% of students reported enhanced listening skills through AI use, citing adaptive
content and repetitive practice as key benefits. These results also support Kukulska-Hulme’s [3] view
that adaptive AI tools boost engagement. However, 53% reported challenges with regional accents,
and 38% faced difficulties understanding vocabulary due to limited context. Despite these issues, AI
tools positively influenced listening skill development.
Figure 2. AI Tools and Chinese listening Skills
CONCLUSION AND RECOMMENDATIONS. This study explored the role of Artificial
Intelligence (AI) tools in enhancing Chinese listening skills among university students. The results
indicated that frequent use of AI-powered tools, particularly HelloChinese, led to improvements in
students’ listening comprehension. Participants reported increased confidence in their listening
abilities, attributing these gains to the interactive features and personalized feedback offered by the
AI tools. These findings align with Kukulska-Hulme [3], who emphasized the impact of adaptive,
personalized AI technologies on learner engagement and proficiency.
However, challenges were identified, such as the AI tools’ inability to replicate regional accents
and non-standard speech patterns in Chinese. Participants also faced difficulties in understanding
unfamiliar vocabulary due to the lack of contextual support in AI-generated tasks. The study
recommends incorporating a broader range of regional accents and contextual clues in future AI tools.
Additionally, a hybrid approach combining AI tools with human tutoring could address these
challenges and improve overall language acquisition.
REFERENCES:
1.
Zhang, Y. (2021). Mobile-Assisted Language Learning (MALL): The impact of mobile
technology on language education. Computers in Education, 77, 1-9.
2.
Mukhamedzhanova, B. K. (2022). The impact of AI-based technologies on multilingual
language learning. Journal of Educational Technology, 25(4), 50-64.
3.
Kukulska-Hulme, A. (2020). Mobile-assisted language learning: A critical review. Language
Learning & Technology, 24(2), 8-24.
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4.
Russell, S. J., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.).
Pearson.
5.
Li, J. (2020). The limitations of AI tools in Chinese language learning. Journal of Chinese
Linguistics, 48(2), 201-220.
6.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.).
Routledge
7.
Li, J., & Ni, Y. (2021). The role of AI in diagnosing listening difficulties and recommending
interventions. Journal of Language Education and Technology, 32(1), 18-34.
HUMANITY IN THE DIGITAL AGE
Karimxojaeva Dilafruz teacher
Maxsetbaeva Zlixa Bahadır qızı
1st-year student, Faculty of Foreign Languages and Literature
Abstract:
This article explores how technology affects what it means to be human. It explains
how tools like smartphones, social media, and artificial intelligence shape our thoughts, emotions, and
actions. While technology can help us connect, it can also change how we see ourselves and others.
The article highlights the importance of emotional intelligence, self-awareness, and empathy in a
digital world. It discusses how people sometimes act differently online and how social media can
influence behavior. The concept of the “circle of empathy” is introduced, showing how people decide
who deserves care and understanding. Overall, the message is that we must use technology in a way
that supports human values and helps us stay true to ourselves.
Keywords:
Humanity, Technology, Empathy, Emotional intelligence, Self-awareness, Identity,
Social media, Behavior, Circle of empathy, Digital, Online identity, Cognitive control, Moral
development, Artificial intelligence, Human connection
Humanity is defined as the quality or condition of being human — our unique nature. This nature
encompasses a set of characteristics that include how we think, feel, and act. These traits are
considered inherent, uniting all people despite differences in culture, geography, or history. In the 21st
century, however, this timeless definition of humanity is being re-examined. We are living in an era
where technology not only surrounds us but deeply influences our daily lives. Smartphones, artificial
intelligence, social media, and virtual realities have become extensions of ourselves. This raises a
fundamental question: is technology changing who we are — our thoughts, our emotions, our
behaviors — or are we, through our very human needs and desires, shaping the direction of
technology? These are not abstract questions. They go to the heart of our society, our relationships,
and even our identity. Understanding the dynamic between technology and humanity is essential if
we are to ensure that progress serves human values, not the other way around. At the same time,
thinking can help control emotions. For example, someone who knows they get angry easily may wait
before responding to texts. This shows maturity and self-awareness — and being humble helps too.
Understanding how others feel (empathy) is also important. If someone knows how to see from
another's point of view, they are more caring. If a person hurts someone’s feelings but won’t say sorry,
they may lack humility. People often change their identity online to look better, but it's important to
stay true to who you really are. Self-awareness and understanding emotions in social settings help
build morality and values. And social norms — the shared rules in a society — influence what we
believe is right or wrong. Humans naturally develop emotions and values through their social
