This study investigates the effectiveness of Artificial Intelligence (AI)-based listening instruction in catering to different learning styles among Uzbek EFL students. Recognizing that learners process information differently—visually, auditorily, kinesthetically, or through reading and writing—the research explores how AI tools with multimodal features can personalize the listening experience and enhance comprehension. Eighty secondary students were grouped according to dominant learning styles and engaged with tailored AI-supported tasks using platforms such as Listenwise, Google Read Along, and ChatGPT-based listening prompts. Quantitative results showed significant comprehension gains in all groups, with auditory and visual learners outperforming others, while kinesthetic and read/write learners made steady progress through task-based and transcript-supported features. Qualitative data highlighted increased motivation, learner autonomy, and engagement, especially when tools offered multimodal input. Although technological and localization challenges were noted, the findings affirm that AI listening tools, when used thoughtfully, promote differentiated instruction, foster inclusivity, and enhance listening outcomes for diverse learners. The study advocates for teacher training and the development of localized AI content to ensure broader accessibility and pedagogical alignment in Uzbekistan’s EFL context.

Artificial intelligence, listening comprehension, learning styles, multimodal learning, Uzbek EFL learners, adaptive instruction, digital pedagogy, ChatGPT, personalized learning, educational technology.

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