THE INTEGRATION OF AI-GENERATED CONTENT IN ENGLISH LISTENING INSTRUCTIONS: A PERCEPTION STUDY
Abstract
Abstrak
This research aims to investigate teacher’s and students’ perceptions of the integration of AI-generated content in English listening instruction. The research employed a descriptive qualitative approach conducted at a regional senior high school. The participants consisted of an English teacher and three eleventh-grade students who were involved in English listening instruction integrated with AI-generated content. Data were collected through semi-structured interviews and classroom observations using field notes to obtain in-depth information about the participants’ experiences and perceptions. The data were analyzed using qualitative thematic analysis to identify key themes emerging from the interview and observation data. The findings indicated that the integration of AI-generated content in English listening instruction assisted teachers in designing listening activities that were more relevant to students’ daily contexts and increased students’ engagement during listening instruction.
Keywords: Artificial Intelligence (AI), listening instruction, perception.
References
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Wu, et al. 2024. Unpacking the dynamics of AI-based language learning: Flow, grit, and resilience in Chinese EFL contexts. Behavioral Sciences, 14(9), 838. https://doi.org/10.3390/bs14090838
Zhang, M. 2024. Enhancing self-regulation and learner engagement in L2 speaking: Exploring the potential of intelligent personal assistants. BMC Psychology, 12, 421. https://doi.org/10.1186/s40359-024-01917-0
Alase, Abayomi. 2017. “The Interpretative Phenomenological Analysis (IPA): A guide to a good qualitative research approach.” international journal of education and literacy studies 5(2):9.
Azhari et al. 2025. The use of authentic and contextualized materials in enhancing students’ comprehension in English language learning. International Journal of Academic Research in Business and Social Sciences, 15(1), 102–115.
Brown, Gillian. 2016. Listening to spoken English. 2nd ed. Applied linguistics and language study. London: Taylor and Francis.
Busetto, Loraine, Wolfgang Wick, and Christoph Gumbinger. 2020a. “How to use and assess qualitative research methods.” Neurological Research and Practice 2(1):14.
Chen, X., Zou, D., Xie, H., & Cheng, G. 2022. Twenty years of personalized language learning: A bibliometric analysis of AI-supported learning. Educational Technology & Society, 25(1), 1–15.
Creswell et al. 2007. “Social and administrative sciences.”
DeJonckheere, Melissa, and Lisa M. Vaughn. 2019. “Semistructured Interviewing in Primary Care Research: A Balance of Relationship and Rigour.” Family Medicine and Community Health 7(2):e000057.
Dörnyei, Z. 2001. Motivational strategies in the language classroom. Cambridge University Press..
Elaine B. and Johnson, Ph.D. 2002. Contextual teaching and learning. Corwin Press, Inc. A Sagr Publications Copany Thousand Oaks, California.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Getenet, S., Beswick, K., & Callingham, R. 2024. Students’ attitudes toward digital technology and their engagement in online learning environments. International Journal of Educational Technology in Higher Education, 21(1), 37. https://doi.org/10.1186/s41239-023-00437-y
Gilmore, A. 2007. Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118.https://doi.org/10.1017/S0261444807004144
Goh, Christine Chuen Meng, and Larry Vandergrift. 2022. Teaching and learning second language listening: metacognition in action. Second edition. ESL & applied linguistics professional series. New York London: Routledge Taylor & Francis Group.
Graham, S. 2017. Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119. https://doi.org/10.1017/S0261444816000306
Huang, et al. 2023. A systematic review of AI in language education: Benefits, challenges, and future directions. Computer Assisted Language Learning, 36(7), 1235–1265.
Huang, et al. 2024. The effects of virtual reality on students’ learning engagement: A systematic review. Frontiers in Psychology, 15, 1360574. https://doi.org/10.3389/fpsyg.2024.1360574
Iin Almeina loebis. 2025. “Effectiveness of AI-based English language learning apps in improving listening skills.” Lingeduca: Journal of Language and Education Studies.
Jusak Patty. 2006. “The use of AI in language learning: what you need to know.” Jurnal Review Pendidikan Dan Pengajaran (JRPP).
Kallio, Hanna, Anna‐Maija Pietilä, Martin Johnson, and Mari Kangasniemi. 2016. “Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide.” Journal of Advanced Nursing 72(12):2954–65..
Liang, J., Wang, M., & Sun, Y. (2023). The impact of artificial intelligence-supported learning on students’ cognitive engagement and learning outcomes. Frontiers in Psychology, 14, 1285392. https://doi.org/10.3389/fpsyg.2023.1285392
Liu, G. L., Darvin, R., & Ma, C. 2024. Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation. Computers in Human Behavior, 160, 108362.
Loebis, A. 2025. The impact of AI-based learning on students’ motivation and engagement in English language learning. Journal of Educational Technology and Language Learning, 12(1), 45–58.
Moh. Choirul Huda, Nia Roistika, and Caterina Nova Triani. 2025. “Exploring the use of AI-enhanced listening comprehension tools by EFL students in the English department at Universitas Bhinneka PGRI.” Teaching English and Language Learning English Journal (TELLE).
Peng, H. 2023. The effects of mobile technology on student engagement in smart classroom environments. Journal of Computers in Education, 10(2), 345–362.
Pham, Thuy Dan Khanh, and Thi Ngoc Diep Le. 2025. “Listening comprehension in English language learning: challenges, ctrategies, and students’ attitudes at a Private University.” International Journal of Language Instruction 4(3):22–40.
Renandya, W. A., & Farrell, T. S. C. 2019. ‘Listening difficulty’: What do we know about it? RELC Journal, 50(2), 189–203.
Richards, Jack C. n.d. “Teaching listening and speaking: From Theory to Practice.”
Siegel, J. 2020. Exploring listening strategy instruction through action research. ELT Journal, 74(2), 123–132.
Wei, L. 2023. Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Wu, et al. 2024. Unpacking the dynamics of AI-based language learning: Flow, grit, and resilience in Chinese EFL contexts. Behavioral Sciences, 14(9), 838. https://doi.org/10.3390/bs14090838
Zhang, M. 2024. Enhancing self-regulation and learner engagement in L2 speaking: Exploring the potential of intelligent personal assistants. BMC Psychology, 12, 421. https://doi.org/10.1186/s40359-024-01917-0
Published
2026-08-31
How to Cite
SALMA, Fransiska Vitria Lulu; IRWAN, Dedi; MELIASARI, Rahayu.
THE INTEGRATION OF AI-GENERATED CONTENT IN ENGLISH LISTENING INSTRUCTIONS: A PERCEPTION STUDY.
CENDEKIA PENDIDIKAN, [S.l.], v. 5, n. 3, p. 1276-1286, aug. 2026.
ISSN 2964-0997.
Available at: <https://unars.ac.id/ojs/index.php/cendekiapendidikan/article/view/8621>. Date accessed: 01 oct. 2026.
doi: https://doi.org/10.36841/cendekiapendidikan.v5i3.8621.
Section
Articles
