The primary objective of this study is to examine the effect of listening texts enriched using artificial intelligence technology on the listening comprehension skills of fifth-grade students. In this study, which employs a quantitative research method, a single-group pre-test-post-test design—one of the quasi-experimental models—was utilized. The study group consists of 5th-grade students attending a public middle school in Turkey during the fall of 2025–2026 academic year. Achievement tests developed by the researcher and created with expert input were used as data collection tool. During the implementation process, listening texts were presented to students that were visualized, summarized, and enriched using generative AI tools. In the analysis of the obtained data, the t-test was used for paired and unpaired measurements; additionally, the effect size coefficient was calculated to determine the practical significance of the difference between groups. The results of the study revealed that students’ post-test scores increased significantly compared to their pre-test scores. The calculated effect size indicated that AI-supported instruction has a very high impact on student achievement. However, an analysis based on the gender variable found no significant difference in development scores between female and male students.
İpek et al. (Tue,) studied this question.