What does this research mean for the field?

Effective college English listening and speaking instruction requires a blended 'AI+HI' paradigm that utilizes artificial intelligence as a complementary tool to human pedagogical expertise rather than a replacement, in order to mitigate challenges such as weakened learner autonomy and a lack of humanistic elements. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research explores how AI can enhance English listening and speaking instruction in colleges while identifying associated challenges.

May 28, 2026Open Access

Artificial Intelligence Technology and College English Listening and Speaking Instruction: Applications, Challenges and Strategies

Key Points

This research explores how AI can enhance English listening and speaking instruction in colleges while identifying associated challenges.
Examined various AI technologies like automated feedback mechanisms, conversational agents, and personalized learning systems.
Analyzed integration challenges such as academic integrity and learner autonomy.
Proposed a blended 'AI+HI' paradigm for effective teaching.
Identified key AI applications that improve instruction effectiveness.
Highlighted significant challenges such as insufficient integration and data security concerns.
Proposed solutions to incorporate humanistic elements into AI-driven education strategies.

Abstract

Amid global intelligent education reform, artificial intelligence (AI) has served as a core driver for the innovation in college English teaching, especially in listening and speaking instruction. This paper probes into how AI technology - including automated feedback mechanisms, conversational agents, personalized learning systems, and multimodal content generators - are being utilized to enhance college English teaching in terms of listening and speaking instruction. Simultaneously, it attempts to analyse the obstacles accompanying this technological shift: insufficient integration of technology and instruction, questioned academic integrity, lack of humanistic elements, weakened learner autonomy and concerns for data security. Based on that, the paper further proposes a blended "AI+HI" paradigm that conceptualizes artificial intelligence as a complementary instrument rather than a replacement for human pedagogical expertise.

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