This study evaluates the effectiveness of digital scenario-based English conversation teaching at the university level using Artificial Intelligence Generated Content (AIGC). This study aims to design a digital-scenario-based AIGC teaching model, to evaluate its effectiveness on the learning experience and communication skills of the students, and to identify the pedagogical and technical challenges related to it. Through the mixed-method approach that involves 130 first-year English majors at the Punjab University of Pakistan, the research applied a comparative experiment of 18 weeks (experimental group: AIGC Framework; Control Group: Traditional Methods). The results demonstrated that the AIGC model dynamically generated the pronunciation, language accuracy, and communication flow compared to the scenario-generated, interactive functions, and the personal response in real-time. Additionally, the model increased learning interest, work adaptability, and teacher-student interactions. However, challenges included the quality of incompatible material, limited emotional depth in AI interaction, technical adaptability barriers for less efficient students and risks of more dependence on technology. The study concludes that while AIGC provides transformational ability to learn individual, immersive language, its successful integration requires advanced teacher training, strong material review mechanisms, and analogous support for diverse learners. The recommendations highlight refining cultural relevance, ensuring moral deployment, and discovering multimodal AI integration for future educational innovation.
Younas et al. (2025) studied this question.