Innovative Practice of Artificial Intelligence-Assisted English Listening Teaching in Senior High School

DOI: https://doi.org/10.62517/jhve.202616414

Author(s)

Lili Zhang

Affiliation(s)

The Middle School Attached to Ningxia University, Yinchuan, Ningxia, China

Abstract

Listening occupies 30 of the 150 points in the English paper of the National College Entrance Examination, yet listening lessons in many schools still follow a fixed routine of playing a recording, checking answers, and explaining the script. This paper reports an attempt to rebuild listening instruction around artificial intelligence at a senior high school in Yinchuan, Ningxia. It reviews the process view of listening and recent empirical studies on AI-supported listening and speaking instruction with adolescent and university learners, and it analyses three persistent problems in routine teaching: uniform input that ignores wide proficiency gaps, delayed and labour-heavy feedback, and low authenticity that feeds listening anxiety. A three-stage teaching model is then proposed, in which intelligent speech evaluation and chatbot tools handle diagnosis before class, multimodal interaction during class, and error-tagged review after class, while the teacher keeps control of task design and interpretation. One semester of practice in two parallel Grade 11 classes is described. The experimental class improved its mean score on a school-based listening test from 26.1 to 34.7 out of 50, against a rise from 26.0 to 29.5 in the parallel class, and 42 of its 52 students reported reduced listening anxiety. Conditions, risks, and boundaries of the practice are discussed.

Keywords

Artificial Intelligence; English Listening Teaching; Senior High School; Speech Recognition; Teaching Practice

References

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