https://ijmri.de/index.php/jmsi
volume 4, issue 6, 2025
143
AI-SUPPORTED PEER COLLABORATION IN LISTENING ACTIVITIES: EFFECTS
ON COMPREHENSION AND INTERACTION
Baxramova Malika Muzaffarovna
Urgench State Pedagogical Institute
Abstract:
This study examines the impact of Artificial Intelligence (AI)-supported peer
collaboration on listening comprehension and interactive communication among Uzbek
secondary school EFL learners. In a five-week intervention, students engaged in structured group
and pair activities using AI tools such as speech-enabled chatbots, adaptive listening platforms,
and real-time feedback systems (e.g., ChatGPT, Listenwise, Google Read-Aloud). Compared to
a control group that followed textbook-based individual listening tasks, the experimental group
showed significantly greater gains in listening comprehension and interactive discourse features,
including clarification, paraphrasing, and turn-taking. AI tools played a facilitative role in
reducing learner anxiety, increasing motivation, and mediating peer discussions. Furthermore,
structured peer roles enhanced collaborative task management and promoted deeper engagement.
However, challenges such as unequal access to devices, intermittent connectivity, and over-
reliance on AI responses were observed. The study concludes that AI-enhanced peer
collaboration offers a promising and inclusive approach to improving listening skills in EFL
classrooms when supported by adequate infrastructure, teacher guidance, and curriculum
alignment.
Keywords :
Artificial Intelligence, listening comprehension, peer collaboration, EFL learning,
Uzbekistan, interactive communication, speech-enabled tools, digital pedagogy, real-time
feedback, ChatGPT, blended learning.
The integration of Artificial Intelligence (AI) into collaborative learning environments has
opened new possibilities for enhancing listening comprehension and peer interaction in English
as a Foreign Language (EFL) classrooms. In the context of Uzbekistan's secondary education
system, where traditional teacher-centered methods often dominate, AI-supported peer
collaboration offers an innovative and engaging approach to developing listening skills. This
study explores the effects of AI-facilitated peer collaboration on students’ listening
comprehension and interactive competence, using a range of intelligent technologies including
voice-enabled chatbots, automated feedback systems, and adaptive listening platforms.
The research was conducted with a group of 40 ninth-grade EFL students at a public school in
Samarkand. The students were divided into two groups: an experimental group that used AI-
supported tools in pair and group listening activities, and a control group that practiced listening
through textbook-based, individual exercises. Over a period of five weeks, the experimental
group engaged in a series of structured tasks where students listened to AI-generated dialogues,
answered comprehension questions collaboratively, and received real-time feedback through
platforms like Listenwise, Google AI Read-Aloud, and ChatGPT integrated with speech-to-text
functions. These activities were designed to prompt discussion, negotiation of meaning, and joint
problem-solving.
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Quantitative data from pre- and post-tests revealed a statistically significant improvement in
listening comprehension scores among students in the experimental group compared to the
control group. Furthermore, qualitative observations and recorded transcripts from group
discussions showed an increase in interactive behaviors such as clarification requests,
paraphrasing, and the use of English discourse markers. Students who engaged with AI tools
were more likely to self-correct their understanding based on peer suggestions and AI feedback.
They also demonstrated more initiative in coordinating task roles and managing group
interactions, suggesting an increase in communicative confidence.
One of the key advantages observed was the way AI acted as a mediating agent in peer
interaction. The availability of immediate feedback, audio replay options, and contextual hints
from AI systems reduced the cognitive load on learners and allowed them to focus more on
processing meaning and collaborating with peers. Students reported that the AI tools created a
“non-judgmental” learning space where they could make mistakes, reflect, and try again without
fear of embarrassment. This contributed to a lower affective filter, especially for lower-
proficiency learners.
Another important finding was the role of structured peer roles. When students were assigned
specific responsibilities—such as “listener leader,” “feedback checker,” or “AI navigator”—
collaboration became more effective. The combination of human-human and human-AI
interaction created a blended learning experience that supported both skill acquisition and social
development. Many students noted that they preferred listening in pairs or groups with AI
support over doing it alone or with just a teacher, citing reasons such as peer encouragement,
shared accountability, and the novelty of using technology in a social context.
Despite the overall positive outcomes, several challenges were identified. Technical limitations
such as slow internet, lack of headphones, and uneven digital literacy among students
occasionally disrupted the flow of activities. Teachers also required training to facilitate these
new formats of instruction effectively and to troubleshoot technological problems. Additionally,
some students over-relied on AI suggestions rather than actively engaging with the listening
content or discussing it with peers, indicating the need for guided scaffolding and teacher
intervention.
The results suggest that AI-supported peer collaboration is a promising model for improving
both comprehension and interactive competence in EFL listening instruction. It enhances not
only the cognitive dimension of listening but also the social aspects of learning, making students
more active participants in their educational journey. For successful implementation, however,
schools must invest in digital infrastructure, provide teacher training, and ensure equitable access
to devices and internet.
In conclusion, the use of AI tools in peer-based listening tasks fosters deeper comprehension and
richer interaction among Uzbek EFL students. By combining technological innovation with
collaborative pedagogy, educators can transform listening from a passive skill into a dynamic,
engaging, and socially situated learning experience. This approach aligns with contemporary
views of language learning as a process that is both cognitively and socially constructed, and it
holds great potential for curriculum innovation in Uzbekistan and beyond.
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