Keywords
high school;
listening teaching;
SPSS analysis
How to Cite
Abstract
With the rapid development of AIGC (Artificial Intelligence Generated Content), it is increasingly widely used in education. This study investigates the effectiveness of AIGC in high school English listening classes. A 16-week experiment compared an AI-assisted group with a control group using conventional instruction and then the research group compared the changes in English listening levels in the experimental group (AIGC-assisted teaching) and the control group (traditional listening teaching method). Data were analyzed using SPSS 22.0, with independent t-tests confirming the positive impact of AIGC (p<.05)on students' English listening ability. The analysis revealed that the experimental group achieved markedly higher post-test scores (p< 0.05). Additionally, the experiment indicated that AIGC tools boosted student engagement by providing interactive features like real-time pronunciation feedback and adaptive exercises, while also improving teaching efficiency through automated assessments and personalized learning analytics. These results highlight AIGC's potential as an effective educational tool for optimizing language learning outcomes.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Li Jiang (Author); Meng Wei, Yanan Zhai, Ruoyu Wang, Lan Mi (Co-Authors)