AI-Enhanced Development of 4Cs-Based Listening Materials: EFL Teachers' Practices in Flex Blended Learning Contexts
Saved in:
| Title: | AI-Enhanced Development of 4Cs-Based Listening Materials: EFL Teachers' Practices in Flex Blended Learning Contexts |
|---|---|
| Language: | English |
| Authors: | Aprilia Riyana Putri (ORCID |
| Source: | Language Teaching Research Quarterly. 2026 54:313-338. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Artificial Intelligence, English (Second Language), Blended Learning, Foreign Countries, Language Teachers, Second Language Instruction, Electronic Learning, Listening Comprehension, Postsecondary Education, Material Development, Instructional Materials, Technology Uses in Education, Teaching Methods, Listening Skills, Teacher Attitudes, Barriers |
| Geographic Terms: | Indonesia |
| ISSN: | 2667-6753 |
| Abstract: | Drawing upon the data collected, this qualitative case study investigates how EFL teachers utilize AI aided tools to develop 4Cs-based online listening materials under flex blended learning. Using semi-structured interviews and one focus group discussion with ten Indonesian tertiary EFL teachers, the study elucidates pedagogical practices as well as challenges in introducing creativity, critical thinking, communication and collaboration within AI-supported listening lesson. Thematic analysis shows AI acts as a generative design trigger, rather than an independent instructional agent. Teachers actively curate, calibrate, scaffold and surf AI outputs towards curricular alignment, cognitive depth, communicative continuity and meaningful convergence. AI offers possibilities for multimodal forms of production, analytic prompts, interactive simulation and digital co-production but its educational value relies on the mediation of teachers and appropriate context enactment. The study proposes the AI-Mediated 4Cs Listening Orchestration Model, conceptualizing AI integration as governance-based orchestration. Results highlight teacher agency as the main medium that connects AI affordances, 4Cs competencies acquisition, and flex blended listening pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517662 |
| Database: | ERIC |
| Abstract: | Drawing upon the data collected, this qualitative case study investigates how EFL teachers utilize AI aided tools to develop 4Cs-based online listening materials under flex blended learning. Using semi-structured interviews and one focus group discussion with ten Indonesian tertiary EFL teachers, the study elucidates pedagogical practices as well as challenges in introducing creativity, critical thinking, communication and collaboration within AI-supported listening lesson. Thematic analysis shows AI acts as a generative design trigger, rather than an independent instructional agent. Teachers actively curate, calibrate, scaffold and surf AI outputs towards curricular alignment, cognitive depth, communicative continuity and meaningful convergence. AI offers possibilities for multimodal forms of production, analytic prompts, interactive simulation and digital co-production but its educational value relies on the mediation of teachers and appropriate context enactment. The study proposes the AI-Mediated 4Cs Listening Orchestration Model, conceptualizing AI integration as governance-based orchestration. Results highlight teacher agency as the main medium that connects AI affordances, 4Cs competencies acquisition, and flex blended listening pedagogy. |
|---|---|
| ISSN: | 2667-6753 |
