Smart Teaching Tools in College English Listening and Speaking Instruction ——Effects on Learner Proficiency and Classroom Engagement

Yue Shuzhen

Liaoning University of International Business and Economics

Abstract：

The rapid advancement of smart educational technologies has created new possibilities for College English listening and speaking instruction. Smart teaching tools—including Ucampus, Chaoxing (Xuexitong), AI-powered tutors, and automated assessment systems—promise to address large class sizes, limited individual practice, and delayed feedback. However, empirical evidence regarding their effects remains fragmented. This 16-week quasi-experimental study involved 312 non-English-major undergraduates divided equally among a Ucampus-supported group (n = 104), a Chaoxing-plus-AI group (n = 104), and a control group (n = 104). Both smart-tool groups significantly outperformed the control group, with the Chaoxing-plus-AI group showing the largest gains in listening (24.8%) and speaking (27.3%). Classroom engagement improved by 38.2% in the Chaoxing-plus-AI group, compared with 12.4% in the control group. Three mechanisms were identified: personalised learning pathways, immediate multidimensional feedback, and extended practice opportunities. Effectiveness was moderated by learner self-regulation and the quality of teacher integration, suggesting that technology works best within a sound pedagogical framework.

Key Words：

smart teaching tools; college English; listening and speaking; ucampus; Chaoxing; AI-assisted learning; classroom engagement