<![CDATA[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.]]>
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