Abstarct: The present research examines the effectiveness of Artificial Intelligence (AI)-baxsed applications in improving English listening and general speaking proficiency among students in Iraqi private language institutions. The study addresses the persistent challenge of limited oral proficiency development in conventional EFL classrooms, which often lack instant feedback, authentic communication opportunities, and personalized practice. The central research questions compare the impact of AI-driven applications, specifically ELSA Speak and Andy English Chatbot, on learners’ listening comprehension and general speaking proficiency, while also investigating student perceptions of these tools. A quantitative experimental design was employed, involving a sample of 60 intermediate-level Iraqi EFL learners divided into experimental and control groups. Data were collected through pre- and post-tests assessing listening comprehension and general speaking proficiency and were statistically analyzed using independent and paired samples t-tests. The findings indicate that AI applications contribute significantly to the development of listening comprehension and overall speaking proficiency. This study offers pedagogical and practical implications by providing empirical justification for the integration of AI into EFL instruction, supporting educators, curriculum designers, and policymakers in modernizing English language education in Iraq.