AI-Assisted Student-Generated Listening Materials in High School EFL: A Sociomaterial Perspective

Abstract

This study investigates the integration of AI-assisted student-generated materials (SGMs) in a test-driven high school English as a Foreign Language (EFL) listening classroom. It aims to reconcile institutional demands with the transformative potential of student-centered, technology-enhanced learning. Grounded in a sociomaterial framework, the research analyzes audio-recorded classroom interactions, post-survey responses, and teacher reflections to examine the impact of AI tools on student engagement and learning outcomes. Findings indicate increased student interest and motivation resulting from the use of AI-assisted SGMs. The study identifies four key elements for successful implementation: aligning SGMs with curricular goals, incorporating problem-based tasks to promote collaboration, evaluating multimodal content, and involving students in test creation to address linguistic features and institutional requirements. These strategies enhanced student participation and fostered a more interactive and reflective learning environment. By highlighting the balanced interplay among actors, tools, and contexts, where no single element dominates and all collectively contribute to the learning process, the study provides pedagogical insights for integrating AI tools into student-centered learning. It also sheds light on the evolving roles of teachers and supports the development of innovative practices in test-oriented language teaching contexts.