Listening competence is an important but underestimated facet of English as a Second Language (ESL) in higher education. Traditional pedagogical solutions are not enough to provide enough possibilities of interactive and individualized listening training, which, in turn, emphasizes the necessity to come up with new technological solutions. The current study aims to consider how university students perceive AI-powered chatbots as a means of learning to support listening competence and specifically perceived usefulness, ease of use, challenges encountered, and overall satisfaction. The research design adopted was quantitative, and the data were collected through a questionnaire that was given to a group of university students. The paper outlines how AI chatbots help to encourage listening comprehension and educational experiences, and also identifies technological and pedagogical limitations that can affect their effectiveness. The results show both a predominantly positive student attitude towards the implementation of AI chatbots, in particular, in the context of personal feedback, increased exposure to authentic language sources, and the possibility to provide flexible practice opportunities. However, other issues that were reported by students were related to the limitations of conversation, the digital literacy gaps, the possibility of excessive dependence on technological tools, and the loss of human interaction. Therefore, the research has provided listening-related information that enhances the growing field of AI-based language learning and provides practical implications on the part of educators, curriculum developers, and technology developers who seek to meaningfully and ethically integrate AI chatbots into the realm of EFL higher education.