AI AND GENDER DIFFERENCES IN LISTENING COMPREHENSION GAINS AMONG UZBEK EFL STUDENTS
Keywords:
Artificial intelligence, listening comprehension, gender differences, Uzbek EFL learners, AI tools in education, language technology, adaptive learning, speech recognition, learner engagement, digital pedagogy.Abstract
This study investigates the influence of Artificial Intelligence (AI)-assisted listening tools on English listening comprehension among Uzbek secondary EFL students, with a particular focus on gender-based differences in learning outcomes. Sixty students (30 male, 30 female) participated in a six-week intervention using AI-driven listening platforms, including adaptive apps and conversational AI tools such as ChatGPT with speech feedback. Pre- and post-tests measured listening comprehension gains, while qualitative data were collected through questionnaires and interviews to explore learners’ experiences. The findings indicate that both male and female students improved significantly in listening comprehension. However, female students demonstrated greater gains and more consistent engagement, attributed to their higher metacognitive strategy use, task persistence, and appreciation for AI feedback. Male students, though positively engaged by gamified features and interactivity, showed fluctuating participation and were more affected by technical challenges. The study concludes that AI-based listening tools can enhance EFL instruction, but gender-responsive design and pedagogy are essential to optimize effectiveness across diverse learner profiles. Tailored AI features, localized content, and blended approaches supported by trained teachers are recommended to ensure equitable and effective implementation.
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