Volume 15 Issue 07, July 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
131
THE IMPACT OF AI-GENERATED AUTHENTIC DIALOGUES VS. ARTIFICIALLY
WRITTEN TEXTBOOK CONVERSATIONS ON LISTENING ENGAGEMENT
Baxramova Malika Muzaffarovna
Urgench State Pedagogical Institute
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.
Keywords :
Artificial intelligence, listening engagement, authentic dialogues, textbook
conversations, Uzbek EFL learners, real-life communication, ChatGPT, adaptive learning,
language input, speech naturalness.
Recent advancements in artificial intelligence have brought a new dimension to English as a
Foreign Language (EFL) instruction by enabling the generation of authentic, contextually rich
dialogues for listening practice. In Uzbekistan's EFL classrooms, where listening materials are
traditionally derived from scripted textbook conversations, integrating AI-generated dialogues
offers potential for enhancing learner engagement, comprehension, and cultural familiarity. This
study investigates the comparative impact of AI-generated authentic dialogues versus
conventionally written textbook conversations on students’ listening engagement and
attentiveness during learning activities.
The study involved 60 upper-intermediate level EFL learners from two secondary schools in
Bukhara. Participants were randomly assigned into two groups. The experimental group was
exposed to listening tasks featuring AI-generated dialogues produced via ChatGPT and other
large language models, designed to mimic real-life speech patterns, intonation, and context
variability. The control group, on the other hand, worked with textbook-based scripted dialogues
that followed typical pedagogical templates. Both groups completed the same comprehension
questions and reflective logs after each task over a four-week period.
Volume 15 Issue 07, July 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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132
Quantitative data collected through pre- and post-listening motivation surveys and
comprehension quizzes revealed a noticeable increase in engagement and listening accuracy
among students in the AI-dialogue group. These learners demonstrated more active listening
behaviors, such as note-taking, requesting audio replays, and initiating peer discussions.
Additionally, they showed improved accuracy in interpreting tone, speaker intent, and implied
meaning—skills often underdeveloped in learners who are only exposed to monotonous or
oversimplified textbook speech.
Qualitative insights from semi-structured interviews and classroom observations suggested that
students found AI-generated dialogues more engaging due to their natural flow, diverse
vocabulary, and spontaneous structure. Many described these dialogues as “more like real life,”
noting that the unpredictability of phrasing made them listen more attentively. In contrast,
students working with textbook dialogues expressed that the speech felt overly formal,
predictable, and sometimes disconnected from real-world situations they might encounter outside
the classroom.
One of the key advantages of AI-generated content was its adaptability. Teachers could prompt
the AI to create dialogues around topics relevant to students’ interests or current events, thereby
increasing motivation and personalization. For example, when learners listened to AI-generated
dialogues about smartphone addiction, climate change, or popular Uzbek cultural practices, they
reported higher emotional and cognitive investment in the task. This flexibility stands in contrast
to fixed textbook materials, which are often culturally generic and thematically outdated.
Nevertheless, several challenges were noted. Some AI dialogues, though grammatically accurate,
lacked pedagogical scaffolding—such as graded language, explicit repetition of key phrases, or
simplified structures appropriate for second language acquisition. Teachers had to adjust the
input manually or provide additional pre-listening support. Moreover, not all AI-generated
dialogues aligned with the curriculum or language proficiency levels, raising the need for careful
selection and adaptation.
The research findings indicate that while both AI-generated and textbook dialogues have
instructional value, the former offers enhanced engagement and realism that can significantly
benefit listening development, especially in preparing learners for authentic communication.
However, to maximize the pedagogical potential of AI-generated materials, educators must be
trained in prompt engineering, dialogue vetting, and the integration of authentic materials with
scaffolded instruction.
In conclusion, AI-generated authentic dialogues positively influence listening engagement
among Uzbek EFL learners by offering realistic, varied, and relatable content that goes beyond
the limitations of textbook scripts. While challenges remain in aligning AI content with
pedagogical goals, the flexibility, immediacy, and contextual relevance of AI dialogues present a
valuable resource for modernizing listening instruction. As AI tools become increasingly
accessible in education, their effective implementation requires thoughtful integration, teacher
Volume 15 Issue 07, July 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
133
preparedness, and a clear understanding of learner needs.
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