Малика Бакхрамова
The integration of Artificial Intelligence (AI) technologies such as ChatGPT into English as a Foreign Language (EFL) classrooms offers new possibilities for enhancing listening comprehension and learner engagement. This paper explores the pedagogical value and limitations of using ChatGPT as a listening assistant in secondary EFL classes, with a focus on the Uzbek educational context. ChatGPT, when combined with text-to-speech or speech recognition tools, provides opportunities for real-time, interactive listening practice, allowing learners to engage in simulated conversations, receive immediate clarification, and adjust the complexity of input based on their proficiency. These features promote learner autonomy, metacognitive strategy use, and increased exposure to English input in a low-anxiety environment. However, several limitations exist, including a lack of natural prosody, challenges in simulating authentic discourse, and infrastructural constraints in under-resourced schools. Additionally, the overuse of AI-generated content without pedagogical mediation can hinder critical thinking and pragmatic development. The study concludes that when integrated into a blended learning approach—alongside teacher guidance and authentic materials—ChatGPT can be a valuable tool in supporting listening development in EFL learners, provided that digital literacy and access barriers are addressed.
