DEVELOPING PRIMARY SCHOOL STUDENTS' ENGLISH LISTENING COMPREHENSION COMPETENCE THROUGH ARTIFICIAL INTELLIGENCE TECHNOLOGIES
DOI:
https://doi.org/10.47390/ydif-y2026v2i12/n35Keywords:
listening comprehension competence, artificial intelligence, generative language models, primary education, English language teaching methodology, automatic speech recognition, individualised learning, metacognitive strategies, digital linguodidactics.Abstract
This article provides a theoretical and methodological analysis of the potential of artificial intelligence (AI) technologies for developing English listening comprehension competence in primary school learners. Drawing on contemporary linguodidactic sources, it clarifies the content, components and significance of this competence for young learners. The pedagogical, technological and social affordances of generative language models (ChatGPT, Gemini, Claude, Copilot) and automatic speech recognition platforms (Duolingo, ELSA Speak, TalkPal AI, Character AI) for shaping listening skills are studied comparatively. International research indicates that AI tools support this competence by providing learners with more comprehensible input, returning individualised feedback and reducing listening anxiety. At the same time, the reliability of these tools, their limitations in recognising children’s speech and issues of digital inequality are critically assessed. The article offers practical recommendations for the teacher-mediated, age-appropriate implementation of these technologies in the primary education of Uzbekistan.
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