Work

Optimizing English Listening Pedagogy Through AIGC: Evidence From TTS-Enhanced Anxiety Mitigation, Metacognitive Awareness, and Performance Gains

Year: 2025

Type: article

Abstract: This study examined the efficacy of Artificial Intelligence Generated Content (AIGC), specifically Text-to-Speech (TTS) technology, in addressing three persistent challenges in English listening pedagogy: high learner anxiety, underdeveloped metacognitive awareness, and suboptimal performance. Guided by the IDEE framework, an eight-week quasi-experiment was conducted with 100 Chinese senior high school students (50 control, 50 experimental). Post-intervention analyses with Bonferroni correction revealed significant between-group differences: anxiety reduction (t(98) = -2.76,p= .021,d= 0.55), enhanced metacognitive awareness (t(90.34) = -3.06,p= .009,d= 0.61), and improved listening performance (t(98) = 4.51,pd= 0.90). Within the experimental group, paired samples t-tests confirmed substantial anxiety decrease (t(49) = 5.07,pt(49) = -5.45,p< .001). These results demonstrate AIGC’s capacity to alleviate affective barriers through adaptive input scaffolding while fostering cognitive regulation. The study establishes TTS technology as a pedagogically transformative tool that advances sustainable listening instruction through personalized, cost-efficient interventions.

Source: IEEE Access

DOI: 10.1109/access.2025.3613519

Author: Chenghang He

Institution: Northwest Normal University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,075