Artificial Intelligence in EFL: Perceptions and Challenges in Listening Learning

Lalu Abdul Razak Hazami (Universitas Nahdlatul Wathan Mataram)
Zamroni (Universitas Nahdlatul Wathan Mataram)
Ahmad Sirojul Hakiki (Universitas Nahdlatul Wathan Mataram)

PENAOQ: Jurnal Sastra, Budaya dan Pariwisata
Vol. 7 No. 1 (2026): Penaoq: Jurnal Sastra, Budaya dan Pariwisata

The rapid development of Artificial Intelligence (AI) has created new opportunities in English language learning, particularly in listening instruction. This study aimed to explore students' perceptions and identify the challenges they encountered in using AI as a supporting tool for listening learning in an English as a Foreign Language (EFL) context. A descriptive qualitative approach was employed, involving 30 first-year students from the English Literature Department, Faculty of Literature, Universitas Nahdlatul Wathan Mataram, selected through purposive sampling. Data were collected using open-ended questionnaires and semi-structured interviews and were analyzed through thematic analysis, including data reduction, coding, theme categorization, interpretation, and conclusion drawing. The findings revealed that students generally held positive perceptions of AI-assisted listening learning. They appreciated its flexibility, accessibility to authentic learning materials, personalized learning experience, and immediate feedback through features such as automatic subtitles, real-time transcripts, vocabulary explanations, and instant evaluations. AI also enhanced students' motivation and self-confidence by allowing them to practice listening independently without fear of making mistakes. However, several challenges were identified, including unstable internet connectivity, subscription costs for premium applications, technical issues, limited transcript accuracy, unnatural AI-generated voices, and students' dependence on AI, accompanied by weak self-regulated learning. These findings indicate that AI has considerable potential as a complementary tool for improving listening instruction but cannot replace the essential role of lecturers in providing pedagogical guidance, contextual explanations, and meaningful academic interaction. Therefore, integrating AI with face-to-face instruction is recommended to create a more effective, adaptive, and sustainable listening learning environment in higher education.