Opportunities in Change-Challenges and Responses of AI-Enabled English Listening and Speaking Instruction in Primary and Secondary Schools

Shi Tang; Li  Li; Xiaomei  liu

doi:10.71204/nhmc2b90

Authors

Shi Tang Capital Normal University; Beijing No.101 Middle School Author
Li Li Beijing No.101 Middle School Author
Xiaomei liu Capital Normal University Author

DOI:

https://doi.org/10.71204/nhmc2b90

Keywords:

English Listening and Speaking Instruction, Primary and Secondary Schools, AI Platform, Challenges and Responses, Human-Machine Collaborative Teaching

Abstract

Against the backdrop of globalization, the objectives, conceptual frameworks, and assessment systems of English education have been undergoing continuous transformation. Leveraging information technology to enhance the quality of English instruction in primary and secondary schools has become an inevitable trend. The use of artificial intelligence (AI) platforms is increasingly emerging as a new norm in listening and speaking instruction. In teaching practice, educators have achieved encouraging outcomes with AI platforms, yet they also face certain difficulties and challenges. Issues such as teachers’ excessive laissez‑faire toward or over‑intervention in students’ use of AI, a lack of reflective practice, and insufficient digital literacy have considerably weakened the effectiveness of AI in empowering instruction. To address these challenges, teachers should strive to strike an appropriate balance, strengthen reflective practice, improve digital literacy, leverage AI for professional development, and capitalize on the unique “human touch” of human educators. By doing so, they can identify the optimal points for human‑AI integration and better harness AI technology to empower English listening and speaking instruction, thereby improving students’ core competencies in English.

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