Investigating Teachers’ and Students’ Perceptions of AI-Generated Contextual Listening Materials
TL;DR
It is suggested that AI-generated contextual listening materials can support more engaging and meaningful listening activities in EFL classrooms when the materials are carefully adjusted according to students’ learning needs and proficiency levels.
Abstract
This study investigated teachers’ and students’ perceptions toward the use of AI-generated contextual listening materials in English language learning. This study employed a qualitative descriptive design involving one English teacher and eleventh-grade students at SMKS Amaliyah Sekadau, a vocational high school in West Kalimantan, Indonesia. The data were collected through semi-structured interviews and classroom observation (field note) data, then analyzed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that the teacher considered AI as a practical and efficient tool for preparing listening materials, particularly in generating scripts and audio materials more quickly and flexibly. In addition, students described the contextual listening materials as more interesting, enjoyable, and easier to understand because the topics were related to their daily life and familiar experiences. The materials also increased students’ engagement, motivation, participation, and confidence during listening activities. However, several challenges were still identified, including unclear audio, unfamiliar accents, pronunciation, and fast speech speed in the AI-generated audio materials. Overall, this study suggests that AI-generated contextual listening materials can support more engaging and meaningful listening activities in EFL classrooms when the materials are carefully adjusted according to students’ learning needs and proficiency levels