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<p>This study focuses on the comprehensive use of intelligent Text-to-Speech (TTS) technology in foreign language listening instruction with the goal of investigating its usefulness in enhancing college students’ listening skills and streamlining instructional strategies. To systematically assess the impact of TTS technology on enhancing college students’ listening skills, the study sets up an experimental group and a control group and uses a mix of pre-test and post-test comparisons and surveys. In this study, 138 English major freshmen (70 in the experimental group and 68 in the control group) are taken as the research objects. A 12-week teaching experiment is carried out. Narakeet, a commercial speech synthesis tool, is used as the core technical intervention. The influence of intelligent speech synthesis technology on foreign language listening ability is investigated through pre-test and post-test experimental design. The experimental group’s average post-test score increases by 15.3 points, from 76.15 to 91.45, a statistically significant increase (<i>p</i>= .001, 95% CI [10.7, 17.65]). On the other hand, the control group’s change is not statistically significant (<i>p</i>= .27). Listening discrimination, understanding, and communicative skills all see notable improvements in terms of specific talents. Among these, the experimental group’s post-test score of 38.04 is considerably higher than the control group’s (29.18, <i>p</i>= .001), indicating a particularly significant difference in understanding and acquisition capacity. Students show a high degree of satisfaction with the three types of TTS teaching activities, with an approval rate of 88.57% for communicative application. Both classroom participation and willingness to continue using the technology shows positive trends. Based on the empirical results, this study puts forward the following specific optimization strategies. Teachers should go beyond single material playing and construct multi-level input by adjusting phonetic parameters. Teaching role should be changed from knowledge transmitter to guide. The evaluation system should focus on process performance rather than summative score. The research results not only verify the teaching potential of TTS technology but also provide practical references for the reform of foreign language listening teaching.</p>

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Optimization of foreign language listening teaching strategies based on intelligent TTS

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月19日

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  • Yun Xiong

摘要

This study focuses on the comprehensive use of intelligent Text-to-Speech (TTS) technology in foreign language listening instruction with the goal of investigating its usefulness in enhancing college students’ listening skills and streamlining instructional strategies. To systematically assess the impact of TTS technology on enhancing college students’ listening skills, the study sets up an experimental group and a control group and uses a mix of pre-test and post-test comparisons and surveys. In this study, 138 English major freshmen (70 in the experimental group and 68 in the control group) are taken as the research objects. A 12-week teaching experiment is carried out. Narakeet, a commercial speech synthesis tool, is used as the core technical intervention. The influence of intelligent speech synthesis technology on foreign language listening ability is investigated through pre-test and post-test experimental design. The experimental group’s average post-test score increases by 15.3 points, from 76.15 to 91.45, a statistically significant increase (p= .001, 95% CI [10.7, 17.65]). On the other hand, the control group’s change is not statistically significant (p= .27). Listening discrimination, understanding, and communicative skills all see notable improvements in terms of specific talents. Among these, the experimental group’s post-test score of 38.04 is considerably higher than the control group’s (29.18, p= .001), indicating a particularly significant difference in understanding and acquisition capacity. Students show a high degree of satisfaction with the three types of TTS teaching activities, with an approval rate of 88.57% for communicative application. Both classroom participation and willingness to continue using the technology shows positive trends. Based on the empirical results, this study puts forward the following specific optimization strategies. Teachers should go beyond single material playing and construct multi-level input by adjusting phonetic parameters. Teaching role should be changed from knowledge transmitter to guide. The evaluation system should focus on process performance rather than summative score. The research results not only verify the teaching potential of TTS technology but also provide practical references for the reform of foreign language listening teaching.