Exploring the Use of AI-Generated Contextual Materials in English Listening Instruction

Abstract

This study explored teachers’ and students’ perceptions of AI-generated contextual materials and their implementation in English listening instruction at SMAN 1 Parindu. Using a qualitative research design, the study involved one English teacher and six tenth-grade students selected through purposive sampling. Data were collected through classroom observations, field notes, and semi-structured interviews and analyzed using thematic analysis. The findings revealed four main themes. First, conventional listening materials, including textbook audio and online resources, were sometimes unfamiliar to students, particularly when the content reflected contexts beyond their everyday experiences. Second, AI supported the teacher in developing listening texts and dialogues connected to students’ local surroundings and familiar situations. Third, students perceived the contextual materials as more interesting and easier to follow, while classroom observations indicated active participation and more confident responses during listening activities. Fourth, implementation faced challenges related to internet connectivity and the clarity and speed of AI-generated audio, highlighting the need for teacher review and adaptation. Overall, the findings suggest that AI-generated contextual materials can support more relevant and engaging listening instruction. However, the study did not use standardized listening tests to measure learning gains, and the findings should be interpreted within the specific classroom context