The Effects of AI-Assisted Listening Strategies on Vocabulary Acquisition among Iranian Senior High School EFL Learners

This quasi-experimental study investigates the effects of AI-assisted listening strategies on vocabulary acquisition among Iranian senior high school EFL learners. Given the central role of listening in contextual meaning processing and lexical consolidation, and the rapid expansion of artificial intelligence in language education, the study addresses an emerging gap in EFL research. Seventy-two participants were assigned to an experimental group, which engaged in interactive AI-supported listening activities (dynamic captions, smart transcripts, and audio-based vocabulary exercises) over six weeks, and a control group, which followed traditional listening procedures. Vocabulary knowledge was measured through immediate and delayed posttests, while listening self-efficacy and motivation were assessed via questionnaires. Results revealed that the experimental group outperformed the control group significantly on both immediate and delayed vocabulary tests, with sustained gains observed across proficiency levels. Moreover, listening self-efficacy and general motivation toward English learning increased in the experimental group. The findings suggest that AI-assisted listening strategies not only enhance listening competence but also foster deeper and more durable vocabulary learning in authentic contexts. These strategies can be integrated into EFL curricula in Iranian secondary education to promote more effective and engaging language instruction.

کلیدواژه ها:

AI-assisted listening strategies ، vocabulary acquisition ، EFL learners ، Iranian senior high school ، listening self-efficacy ، technology-enhanced language learning