Optimizing English Listening Pedagogy Through AIGC: Evidence from TTS-Enhanced Anxiety Mitigation, Metacognitive Awareness, and Performance Gains | Zendy

Chenghang He | Zendy

Open Access

Optimizing English Listening Pedagogy Through AIGC: Evidence from TTS-Enhanced Anxiety Mitigation, Metacognitive Awareness, and Performance Gains

Author(s) -

Chenghang He

Publication year - 2025

Publication title -

ieee access

Language(s) - English

Resource type - Magazines

SCImago Journal Rank - 0.587

H-Index - 127

eISSN - 2169-3536

DOI - 10.1109/access.2025.3613519

Subject(s) - aerospace , bioengineering , communication, networking and broadcast technologies , components, circuits, devices and systems , computing and processing , engineered materials, dielectrics and plasmas , engineering profession , fields, waves and electromagnetics , general topics for engineers , geoscience , nuclear engineering , photonics and electrooptics , power, energy and industry applications , robotics and control systems , signal processing and analysis , transportation

This study examined the efficacy of Artificial Intelligence Generated Content (AIGC), specifically Text-to-Speech (TTS) technology, in addressing three persistent challenges in English listening pedagogy: high learner anxiety, underdeveloped metacognitive awareness, and suboptimal performance. Guided by the IDEE framework, an eight-week quasi-experiment was conducted with 100 Chinese senior high school students (50 control, 50 experimental). Post-intervention analyses with Bonferroni correction revealed significant between-group differences: anxiety reduction ( t (98) = -2.76, p = .021, d = 0.55), enhanced metacognitive awareness ( t (90.34) = -3.06, p = .009, d = 0.61), and improved listening performance ( t (98) = 4.51, p < .001, d = 0.90). Within the experimental group, paired samples t-tests confirmed substantial anxiety decrease ( t (49) = 5.07, p < .001) and metacognitive gains ( t (49) = -5.45, p < .001). These results demonstrate AIGC’s capacity to alleviate affective barriers through adaptive input scaffolding while fostering cognitive regulation. The study establishes TTS technology as a pedagogically transformative tool that advances sustainable listening instruction through personalized, cost-efficient interventions.

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