This study is an attempt to examine the effectiveness of using theArtificial Intelligence Tools to develop listening skills and reducing listening anxiety among EFL student's teachers. Sixty-seven from second -year prospective teachers enrolled in the English Section at the Faculty of Education, Benha University were randomly allocated into two groups: an experimental group [N=33] and a control group [N=34]. Instruments of the study comprised an EFL listening skills test and listening anxiety scale.  A listening test and a listening anxiety scale both were administered before and after the treatment to the study participants. For 12 sessions, members in the experimental group were accomplished a training based on Artificial intelligence tools   to develop their EFL listening skills and reduce their listening anxiety while those in the control group received their regular instruction. Results of the study showed that the experimental group students outperformed their control group peers; they showed high levels of listening skills as well as reducing their listening anxiety aspects compared to their control peers. Consequently, it could be concluded that the usage of artificial intelligence tools has a significant effect on second -year students at the English section, Faculty of Education. It was recommended to use the artificial intelligence tools into listening instruction programs.