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TEACHERS’ ATTITUDES TOWARD AI-ENHANCED LISTENING ACTIVITIES: A
PILOT STUDY IN UZBEKISTAN
Baxramova Malika Muzaffarovna
Urgench State Pedagogical Institute
Abstract:
This pilot study investigates the perceptions and attitudes of secondary EFL teachers
in Uzbekistan toward the use of Artificial Intelligence (AI)-enhanced listening activities in
classroom instruction. With the increasing prevalence of AI technologies in language education,
understanding teacher acceptance and readiness is crucial for successful implementation. The
study was conducted with 25 EFL teachers from both urban and rural schools, using surveys,
interviews, and lesson observations to gather data. Participants explored AI tools such as Elsa
Speak, ChatGPT (with speech integration), and Listenwise over a four-week trial period. The
findings reveal that while teachers generally acknowledge the pedagogical value of AI—
especially in fostering learner autonomy, increasing motivation, and supporting differentiated
instruction—they also express concerns regarding insufficient training, technological access,
and the cultural relevance of AI-generated content. Some participants were apprehensive about
the potential devaluation of teacher roles in favor of automation. Overall, the study highlights
the importance of professional development, infrastructure investment, and the contextual
adaptation of AI tools. It concludes that AI-enhanced listening activities should complement
rather than replace traditional methods and that a teacher-centered, blended learning approach
is the most viable path for integration in Uzbekistan's EFL classrooms.
Keywords :
AI in education, teacher attitudes, listening comprehension, EFL instruction,
ChatGPT in classrooms, Uzbekistan, language learning technology, digital pedagogy, speech
recognition tools, blended learning.
The increasing integration of Artificial Intelligence (AI) into language education has opened up
new avenues for enhancing the teaching and learning of English as a Foreign Language (EFL).
Among these, AI-enhanced listening activities have gained traction due to their ability to offer
personalized, interactive, and real-time feedback. However, the effectiveness of these
technologies in classroom settings largely depends on the attitudes and readiness of teachers to
adopt them. This pilot study explores the perceptions, concerns, and experiences of secondary
EFL teachers in Uzbekistan regarding the use of AI in listening instruction.
The research was conducted with a sample of 25 EFL teachers working in urban and rural
secondary schools across Uzbekistan. Data was collected through a combination of structured
interviews, observation of AI-enhanced lessons, and teacher questionnaires. The AI tools
explored in this study included language learning platforms equipped with speech recognition
(e.g., Elsa Speak), adaptive listening comprehension apps (e.g., Listenwise), and interactive AI
chatbots (e.g., ChatGPT with text-to-speech functionalities). Teachers were introduced to these
tools during professional development sessions and were then asked to incorporate at least one
AI-enhanced activity into their classroom routine over a four-week period.
The findings revealed a generally positive but cautious attitude toward AI in listening pedagogy.
Many teachers expressed enthusiasm about the potential of AI to diversify listening materials,
improve student motivation, and support individualized instruction. They particularly valued
features such as real-time feedback, repeated listening with adaptive difficulty, and
pronunciation assistance. Several teachers noted that students who typically struggled with
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traditional listening tasks were more engaged and confident when interacting with AI-powered
tools.
However, concerns were also prominent. A majority of teachers cited a lack of training as a
significant barrier to effective implementation. Many participants were unfamiliar with the
technical operation of AI tools or unsure about how to align them with curricular goals. Others
questioned the cultural and linguistic appropriateness of the content, noting that many
platforms are designed for global audiences and do not always consider Uzbek learners'
contexts or accents. Technical limitations such as weak internet connectivity, outdated
hardware, and lack of access to personal devices were also mentioned as practical obstacles,
particularly in rural schools.
Another important concern was the potential reduction in the teacher's role. While some
educators saw AI as a valuable assistant, others worried that overreliance on automated systems
might diminish the importance of teacher-led instruction, classroom interaction, and human
feedback. Teachers emphasized the irreplaceable value of their intuition, empathy, and
pedagogical adaptability—elements they felt AI could not replicate. For instance, when
students make listening errors, teachers often diagnose not just the error but also the reason
behind it (e.g., confusion due to anxiety, misunderstanding of task instructions), something AI
tools are currently incapable of doing.
Interestingly, the pilot also revealed that teachers' attitudes were closely linked to their prior
exposure to digital technologies. Those who had previously used multimedia tools or online
learning platforms were more confident and open to AI adoption. In contrast, teachers with
limited digital experience showed more resistance and preferred traditional listening materials
such as CDs, printed transcripts, and teacher narration. This digital divide highlights the need
for differentiated training programs that consider teachers’ varying levels of technological
fluency.
In terms of perceived impact on learners, most teachers agreed that AI-enhanced activities
could complement existing methods rather than replace them. They recommended using AI
tools for homework, revision, and supplementary practice rather than as a primary classroom
method. Teachers also suggested that AI be used to target specific micro-skills, such as
recognizing connected speech, stress patterns, and key word identification, which are often
neglected in textbooks.
This pilot study concludes that while EFL teachers in Uzbekistan recognize the potential
benefits of AI-enhanced listening instruction, successful integration depends on systematic
support through training, infrastructure, and culturally responsive content. AI tools must be
presented not as replacements for teachers but as flexible resources that enhance instructional
quality and learner autonomy. Future research should explore student perceptions, long-term
outcomes, and the development of Uzbek-specific AI listening modules to ensure inclusivity
and relevance.
By understanding and addressing teachers’ concerns, policymakers and educational institutions
can develop more sustainable strategies for implementing AI in the language classroom. A
collaborative model involving teachers, technologists, and curriculum developers is essential to
maximize the pedagogical potential of AI while preserving the human-centered nature of
education.
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