Listening in the EFL Classroom: The Role of AI-SRT in Learning Gains

Abstract

This study investigates the impact of AI-driven speech recognition technology (SRT) on Saudi EFL learners’ listening comprehension, focusing on their flow experience and anxiety. A mixed group of fifty-two intermediate and advanced undergraduate EFL students at Majmaah University, Saudi Arabia participated in the intervention that lasted eight weeks. Participants were assigned to an experimental group (n=30) which used the Google Text-to-Speech application with AI-SRT features, and a control group (n = 21) which continued with the prevalent pedagogy over the intervention period. Both groups were subjected to listening tests before, during and after the study period.  The study used the PPL-FSQ (Flow State Questionnaire of the Positive Psychology Lab) tool of Magyaródi et al. (2013) to assess the flow experiences which were then measured statistically via paired sample t-test and Cohen's d to derive pertinent results. Kim’s (2000) FLLAS (Foreign Language Listening Anxiety Scale) was utilized to assess listening anxiety amongst the participants. Results indicated higher listening comprehension scores in the experimental group, stronger flow experiences, and less listening-related anxiety after the intervention. This progress reflected in the follow-up test also, showing the lasting effect of AI-SRT.  Cohen’s d indicated moderate size effect of reduced anxiety.