Presentation Comparing GenAI-mediated and human-human interactions for developing EFL learners’ listening proficiency beyond the classroom more

This study examined the effects of three types of extracurricular listening practice, generative AI-mediated, peer interaction, and video-based, on college EFL learners’ listening proficiency. Eighty-nine participants took part in twice-weekly, 10-minute listening activities over a semester and were assigned to one of three conditions: (1) a GenAI group engaging in interactive listening practice with ChatGPT via smartphones; (2) a peer interaction group conversing with other EFL learners; and (3) a video-based listening group receiving input without conversational interaction. Quantitative data were collected through standardized listening comprehension tests, complemented by semi-structured interviews. Results indicated that the GenAI group demonstrated significantly greater gains in post-test listening comprehension than the other two groups. Qualitative findings suggest that ChatGPT’s adaptive responses, role-playing functions, and sustained interactivity facilitated more engaging and contextually rich listening practice. The peer interaction group also showed improvement, which participants attributed to increased opportunities for meaning negotiation and communicative engagement, though learning outcomes were influenced by partner availability and proficiency. The video-based group exhibited steady gains supported by consistent input and flexible access; however, learners reported limited interaction and reduced engagement over time. These findings suggest that GenAI-mediated interaction offers an adaptive supplement to classroom listening instruction in extracurricular contexts.