Developing and assessing second language listening and speaking
Does AI make it better?
Bibliographic Data
| ID | 24220893 |
|---|---|
| Authors | Christine C M Goh (0000-0002-0093-0692, National Institute of Education, Nanyang Technological University), Vahid Aryadoust (0000-0001-6960-2489, National Institute of Education, Nanyang Technological University) |
| Year | 2025 |
| Volume | 45 |
| Pages | 179-199 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190525100111 |
| OpenAlex | W4412769165 |
| Language | EN |
| Citations received | 5 |
| References cited | 60 |
This paper explores the transformative potential of artificial intelligence (AI), particularly generative AI (GenAI), in supporting the teaching, learning, and assessment of second language (L2) listening and speaking. It examines how AI technologies, such as spoken dialogue systems and intelligent personal assistants, can refine existing practices, offer innovative solutions, and address challenges related to spoken language competencies, as well as drawbacks they present. It highlights the role of GenAI, explores its capabilities and limitations, and offers insights into the evolving role of GenAI in language education. This paper discusses actionable insights for educators and researchers, outlining practical considerations and future research directions for optimizing GenAI integration in the learning and assessment of listening and speaking.
artificial intelligence in language teaching · generative AI · second language listening · second language speaking · spoken dialogue systems · spoken language assessment · virtual assistants · Artificial Intelligence in Education · EFL/ESL Teaching and Learning · English Language Learning and Teaching
Researching Listening
Generative AI in Norwegian English Classrooms
Pre-Service EFL Primary Teachers Adopting GenAI-Powered Game-Based Instruction
A Systematic Review on Generative AI in L2 Speaking Development From a Self‐Determination Theory Perspective
Exploring GenAI-Powered Listening Test Development
Theoretical Perspectives on Speaking
Speaking
A Manifesto on Psychology as Idiographic Science
Creating false memories
A systematic review of AI-based automated written feedback research
Task Repetition and Second Language Speech Processing
The Influence of Planning and Task Type on Second Language Performance
Phonological short-term memory, working memory and foreign language performance in intensive language learning
Don’t Turn a Deaf Ear
The impact of Google Assistant on adolescent EFL learners’ willingness to communicate
English speaking with artificial intelligence (AI)
From hype to insight
Speech production and second language acquisition
A metacognitive approach to enhancing Chinese language speaking skills with audioblogs
The typology of second language listening constructs
How assessing reading comprehension with multiple-choice questions shapes the construct
Strategic planning in task-based language teaching
ChatGPT for L2 learning
Artificial intelligence in EFL speaking
The functional-notional approach
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment
Research into practice
Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language
Conceptualizing Willingness to Communicate in a L2
The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production
Metacognition
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |