دور الذكاء الإصطناعي في تحسين مهارة الإستماع في تعليم و تعلم اللغة الإنجليزية لدى تلاميذ السنة الرابعة إبتدائي عينة

Abstract

This dissertation addresses a contemporary topic at the intersection of education and educational technology: the role of artificial intelligence (AI) in improving listening skills among learners of English, with a particular focus on fourth-grade primary school pupils. The importance of the topic stems from the urgent need to develop language teaching methods that keep pace with rapid technological advancements—especially when it comes to teaching core language skills such as listening, which serves as a primary gateway to language acquisition and communication.The study is built upon a central research question: To what extent can AI tools improve listening skills among primary school students? To explore this question, the researcher adopted an xperimental methodology, comparing a test group exposed to AI-supported educational tools (such as hatGPT, YouTube AI Tools, Duolingo...) with a control group that received instruction through traditional thods.Research instruments included questionnaires, classroom observation, and interviews with teachers, in addition to analyzing student performance before and after the experiment. The findings indicated a significant improvement among the experimental group in listening comprehension, sound discrimination, and overall engagement with the content.The study confirmed that integrating AI enables a personalized and interactive learning experience tailored to learners’ abilities and learning pace. It also supports teachers in delivering innovative activities that enhance motivation and comprehension. However, several challenges were identified, such as weak digital infrastructure, limited teacher training in AI, and difficulties some students faced in engaging with the tools.In conclusion, the study recommends the integration of artificial intelligence into official educational curricula, alongside the training of teachers in the use of AI tools, and the provision of necessary technological resources within schools. Such measures can have a meaningful impact on developing students’ language competencies—particularly listening skills.