The purpose of this study is to determine whether the use of artificial intelligence (AI) improves English listening and reading proficiency. It focuses on whether its impacts differ by gender and major. The study was conducted in 2020 with 340 freshmen students in Korea. There were 182 male and 208 female students. The participants majored in different areas: 139 students majoring in aeronautics, 130 students studying policing and safety, 121 students studying in the arts department. The TOEIC test was adopted as pre- and post-tests to explore the impacts of using AI on English learning. To analyze the data, two-way ANOVAs were administered. The study found no interaction effects of gender or major on either listening and reading proficiency. However, gender and major, respectively, had significant impacts on listening. Regarding reading proficiency, major alone affected the students’ performance. Based on these findings, pedagogical implications are considered.

I. Introduction
II. Theoretical Background
    1. Gender and Major in Language Learning
    2. Artificial Intelligence (AI) and Language Proficiency
III. Research Method
    1. Participants
    2. AI TOEIC TOEIC Learning Program - Soljam
    3. Pre- and Post-tests for Listening and Reading Proficiency
    4. Research Procedure
    4. Data Analysis
IV. Results
    1. Impacts on Listening Proficiency by Gender and Major
    2. Impacts on Reading Proficiency by Gender and Major
V. Discussion
VI. Conclusion
References

• Na-Young Kim(Sehan University)