TEACHERS’ ATTITUDES TOWARD AI-ENHANCED LISTENING ACTIVITIES: A PILOT STUDY IN UZBEKISTAN

Аннотация

This pilot study investigates the perceptions and attitudes of secondary EFL teachers in Uzbekistan toward the use of Artificial Intelligence (AI)-enhanced listening activities in classroom instruction. With the increasing prevalence of AI technologies inlanguage education, understanding teacher acceptance and readiness is crucial for successful implementation. The study was conducted with 25 EFL teachers from both urban and rural schools, using surveys, interviews, and lesson observations to gather data. Participants explored AI tools such as Elsa Speak, ChatGPT (with speech integration), and Listenwise over a four-week trial period. The findings reveal that while teachers generally acknowledge the pedagogical value of AI— especially in fostering learner autonomy, increasing motivation, and supporting differentiated instruction—they also express concerns regarding insufficient training, technological access, and the cultural relevance of AI-generated content. Some participants were apprehensive about the potential devaluation of teacher roles in favor of automation. Overall, the study highlights the importance of professional development, infrastructure investment, and the contextual adaptation of AI tools. It concludes that AI-enhanced listening activities should complement rather than replace traditional methods and that a teacher-centered, blended learning approach is themostviablepath for integration in Uzbekistan's EFL classrooms. Keywords : AI in education, teacher attitudes, listening comprehension, EFL instruction, ChatGPT in classrooms, Uzbekistan, language learning technology, digital pedagogy, speech recognition tools,blended learning. The increasing integration of Artificial Intelligence (AI) into language education has opened up new avenues for enhancing the teaching and learning of English as a Foreign Language (EFL). Among these, AI-enhanced listening activities have gained traction due to their ability to offer personalized, interactive, and real-time feedback. However, the effectiveness of these technologies in classroom settings largely depends on the attitudes and readiness of teachers to adopt them. This pilot study explores the perceptions, concerns, and experiences of secondary EFL teachers in Uzbekistan regarding theuseofAI in listeninginstruction. The research was conducted with a sample of 25 EFL teachers working in urban and rural secondary schools across Uzbekistan. Data was collected through a combination of structured interviews, observation of AI-enhanced lessons, and teacher questionnaires. The AI tools explored in this study included language learning platforms equipped with speech recognition (e.g., Elsa Speak), adaptive listening comprehension apps (e.g., Listenwise), and interactive AI chatbots (e.g., ChatGPT with text-to-speech functionalities). Teachers were introduced to these tools during professional development sessions and were then asked to incorporate at least one AI-enhanced activity into theirclassroom routine overa four-week period. Thefindings revealed a generally positivebut cautious attitudetoward AI inlistening pedagogy. Many teachers expressed enthusiasm about the potential of AI to diversify listening materials, improve student motivation, and support individualized instruction. They particularly valued features such as real-time feedback, repeated listening with adaptive difficulty, and pronunciation assistance. Several teachers noted that students who typically struggled with 56 IYUL ANDIJON,2025 traditional listening tasks were more engaged and confident when interacting with AI-powered tooIlLs. M FAN YANGILIKLARI KONFERENSIYASI However, concerns were also prominent. A majority of teachers cited a lack of training as a significant barrier to effective implementation. Many participants were unfamiliar with the technical operation of AI tools or unsure about how to align them with curricular goals. Others questioned the cultural and linguistic appropriateness of the content, noting that many platforms are designed for global audiences and do not always consider Uzbek learners' contexts or accents. Technical limitations such as weak internet connectivity, outdated hardware, and lack of access to personal devices were also mentioned as practical obstacles, particularly inrural schools. Another important concern was the potential reduction in the teacher's role. While some educators saw AI as a valuable assistant, others worried that overreliance on automated systems might diminish the importance of teacher-led instruction, classroom interaction, and human feedback. Teachers emphasized the irreplaceable value of their intuition, empathy, and pedagogical adaptability—elements they felt AI could not replicate. For instance, when students make listening errors, teachers often diagnose not just the error but also the reason behind it (e.g., confusion due to anxiety, misunderstanding of task instructions), something AI toolsare currently incapable of doing. Int