Research on the application of artificial intelligence technology in primary school English listening and speaking instruction

This study investigates AI’s application in primary English listening and speaking instruction under China’s updated curriculum framework. AI technologies like speech recognition, language processing, and adaptive learning systems demonstrate pedagogical value by enabling real-time pronunciation feedback, personalized practice, and interactive engagement. Key implementation challenges include insufficient teacher training in AI utilization, fragmented AI-supported teaching resources, and persistent urban-rural disparities in technological infrastructure. Ethical considerations regarding student data security further demand attention. To maximize AI’s educational potential while mitigating risks, the research proposes a balanced integration approach combining AI tools with teacher- led instruction, advocating for localized resource development adapted to young learners’ cognitive needs. It emphasizes collaborative efforts among educators, technologists, and policymakers to establish ethical guidelines and equitable access frameworks. The findings highlight AI’s capacity to complement traditional pedagogy while stressing the importance of addressing systemic barriers and maintaining human oversight in technology-driven language education.