AI-GENERATED CONTEXTUAL LISTENING MATERIALS EXPLORING TEACHER AND STUDENTS PERCEPTIONS IN EFL CLASSROOMS
Abstract
English listening materials in schools frequently lack relevance to students' lives due to resource limitations. This study aims to explore students' and teacher’s perceptions of AI-generated contextual listening materials. Employing a descriptive qualitative design, data were collected through interviews and observations from three ninth-grade students and one English teacher at State Junior High School 1 Sintang, and subsequently analyzed thematically. The findings revealed positive responses from students, as they felt more confident and comprehended the lessons more easily through familiar local content (such as the narrative of Bukit Kelam), effectively reducing their cognitive load. Students also highlighted technical challenges regarding the inconsistent clarity of the AI-generated audio. From the teacher's perspective, AI proved to facilitate the customization of localized materials that are typically difficult to find in conventional resources. However, the teacher emphasized that AI outputs require human editing and collaborative feedback to align with formal pedagogical standards. In conclusion, integrating AI into the Contextual Teaching and Learning (CTL) approach is highly effective for developing culturally relevant materials and enhancing students' learning motivation, provided it is balanced with appropriate instructional design by the teacher
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References
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Gozalo-Brizuela, R., & Garrido-Merchán, E. C. (2023). ChatGPT is not all you need: A state of the art review of large generative AI models. arXiv preprint arXiv:2301.04655. https://doi.org/10.48550/arXiv.2301.04655
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Hossain, R. (2024). Prospective artificial intelligence (AI) applications in the university education level: Enhancing learning, teaching and administration through a PRISMA base review systematic review. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/pjlss-2024-22.2.00694
Irwan, D. (2020). Online learning implementation and challenges; Case in rural and urban schools in Sintang District. Jurnal Pendidikan Bahasa, 9(2), 310-320. https://doi.org/10.31571/bahasa.v9i2.2931
Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017
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Kalyuga, S. (2009). Knowledge elaboration: A cognitive load perspective. Learning and Instruction, 19(5), 402–410. https://doi.org/10.1016/j.learninstruc.2009.02.003
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Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
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Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(1), 1–15. https://doi.org/10.1080/01434632.2019.1655358
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Mahmoudi, S. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education, 5(1), 1560601. https://doi.org/10.1080/2331186X.2018.1560601
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nguyen, H. T., & Boers, F. (2019). The effect of content familiarity on listening comprehension. System, 81, 96–108. https://doi.org/10.1016/j.system.2019.02.001
Oktalia, D., & Drajati, N. A. (2018). English teachers' perceptions of text to speech software and Google Site in an EFL classroom: What English teachers really think and know. International Journal of Education and Development using Information and Communication Technology, 14(3), 183–192.
Phillippi, J. C., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative Health Research, 28(3), 381–388. https://doi.org/10.1177/1049732317697102
Polat, M., & Erişti, B. (2019). The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135–154. https://doi.org/10.33200/ijcer.567863
Qiong, O. U. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18–28. https://doi.org/10.3968/10055
Resnik, P., & Dewaele, J.-M. (2021). Learner emotions, autonomy and trait emotional intelligence in in-person versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/10.1515/applirev-2020-0096
Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69–79. https://doi.org/10.1016/j.learninstruc.2017.04.007
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching, 45, 143-179.https://doi.org/10.1017/S0261444811000528
Tran, M. (2024). University EFL students' perceptions of AI-powered text-to-speech technology in language learning. TNU Journal of Science and Technology, 231(03), 77–85. https://doi.org/10.34238/tnu-jst.13753
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007
Ulla, M. B. (2023). ChatGPT in language education: How to use it ethically? PASAA, 67(1), 361–377. https://doi.org/10.58837/chula.pasaa.67.1.12
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7
Wahab, I., & Tanasy, N. (2022). The interferences faced by the EFL students in listening comprehension. Seltics Journal: Scope of English Language Teaching, Literature and Linguistics, 5(1), 16–26. https://doi.org/10.46918/seltics.v5i1.1316
Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in Indonesian EFL textbooks: What should be improved? Language Teaching Research, 22(3), 1–21. https://doi.org/10.1177/1362168817694216
Xiao, Y. (2025). The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04672-8
Zhou, Q., Hashim, H., & Sulaiman, N. A. (2025). Integrating AI chatbots in informal digital English learning: impacts on listening competencies in Chinese higher education. Education and Information Technologies, 30(18), 27031–27059. https://doi.org/10.1007/s10639-025-13811-2
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cai, J. (2024). Analysis of the Impact of AI on Modern Education: Inside and Outside the Classroom. Journal of Computer Science and Technology Studies, 6(4), 25-31. https://doi.org/10.32996/jcsts.2024.6.4.4
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters.
Dornburg A, Davin KJ. ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases. ReCALL. 2025;37(3):332-347. https://doi:10.1017/S0958344024000272
Farrell, T. S. C. (2020). Reflective practice in ELT. Equinox Publishing.
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133. https://doi.org/10.5539/elt.v9n6p123
Gozalo-Brizuela, R., & Garrido-Merchán, E. C. (2023). ChatGPT is not all you need: A state of the art review of large generative AI models. arXiv preprint arXiv:2301.04655. https://doi.org/10.48550/arXiv.2301.04655
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Hossain, R. (2024). Prospective artificial intelligence (AI) applications in the university education level: Enhancing learning, teaching and administration through a PRISMA base review systematic review. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/pjlss-2024-22.2.00694
Irwan, D. (2020). Online learning implementation and challenges; Case in rural and urban schools in Sintang District. Jurnal Pendidikan Bahasa, 9(2), 310-320. https://doi.org/10.31571/bahasa.v9i2.2931
Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.
Kalyuga, S. (2009). Knowledge elaboration: A cognitive load perspective. Learning and Instruction, 19(5), 402–410. https://doi.org/10.1016/j.learninstruc.2009.02.003
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(1), 1–15. https://doi.org/10.1080/01434632.2019.1655358
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Mahmoudi, S. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education, 5(1), 1560601. https://doi.org/10.1080/2331186X.2018.1560601
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nguyen, H. T., & Boers, F. (2019). The effect of content familiarity on listening comprehension. System, 81, 96–108. https://doi.org/10.1016/j.system.2019.02.001
Oktalia, D., & Drajati, N. A. (2018). English teachers' perceptions of text to speech software and Google Site in an EFL classroom: What English teachers really think and know. International Journal of Education and Development using Information and Communication Technology, 14(3), 183–192.
Phillippi, J. C., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative Health Research, 28(3), 381–388. https://doi.org/10.1177/1049732317697102
Polat, M., & Erişti, B. (2019). The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135–154. https://doi.org/10.33200/ijcer.567863
Qiong, O. U. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18–28. https://doi.org/10.3968/10055
Resnik, P., & Dewaele, J.-M. (2021). Learner emotions, autonomy and trait emotional intelligence in in-person versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/10.1515/applirev-2020-0096
Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69–79. https://doi.org/10.1016/j.learninstruc.2017.04.007
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching, 45, 143-179.https://doi.org/10.1017/S0261444811000528
Tran, M. (2024). University EFL students' perceptions of AI-powered text-to-speech technology in language learning. TNU Journal of Science and Technology, 231(03), 77–85. https://doi.org/10.34238/tnu-jst.13753
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007
Ulla, M. B. (2023). ChatGPT in language education: How to use it ethically? PASAA, 67(1), 361–377. https://doi.org/10.58837/chula.pasaa.67.1.12
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282. https://doi.org/10.1007/s11251-014-9340-7
Wahab, I., & Tanasy, N. (2022). The interferences faced by the EFL students in listening comprehension. Seltics Journal: Scope of English Language Teaching, Literature and Linguistics, 5(1), 16–26. https://doi.org/10.46918/seltics.v5i1.1316
Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in Indonesian EFL textbooks: What should be improved? Language Teaching Research, 22(3), 1–21. https://doi.org/10.1177/1362168817694216
Xiao, Y. (2025). The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04672-8
Zhou, Q., Hashim, H., & Sulaiman, N. A. (2025). Integrating AI chatbots in informal digital English learning: impacts on listening competencies in Chinese higher education. Education and Information Technologies, 30(18), 27031–27059. https://doi.org/10.1007/s10639-025-13811-2
Published
2026-08-04
How to Cite
SILITONGA, Mikael Albinus; IRWAN, Dedi; MELIASARI, Rahayu.
AI-GENERATED CONTEXTUAL LISTENING MATERIALS EXPLORING TEACHER AND STUDENTS PERCEPTIONS IN EFL CLASSROOMS.
CENDEKIA PENDIDIKAN, [S.l.], v. 5, n. 3, p. 662-675, aug. 2026.
ISSN 2964-0997.
Available at: <https://www.unars.ac.id/ojs/index.php/cendekiapendidikan/article/view/8445>. Date accessed: 04 aug. 2026.
doi: https://doi.org/10.36841/cendekiapendidikan.v5i3.8445.
Section
Articles
