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Artificial Intelligence Knowledge Development

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.

ltrq.2026.54.13.pdf

Original Research 

ltrq.2026.54.13.xml

AI-Enhanced Development of 4Cs-Based Listening Materials: EFL Teachers’ Practices in Flex Blended Learning Contexts

This study examines the effectiveness of Group Dynamic Assessment (G-DA) in enhancing English as a Foreign Language (EFL) learners' listening comprehension, drawing on Sociocultural Theory. G-DA combines instruction and assessment by offering mediated support during listening tasks, fostering development within learners&rsquo; Zone of Proximal Development (ZPD). A one-group pretest&ndash;posttest design was used with 20 undergraduate students at Sultan Agung Islamic University, Indonesia. The students participated in three G-DA enrichment sessions, where the instructor provided graduated prompts and feedback during group-based listening activities. Learners benefitted both directly as primary interactants and indirectly by observing peer mediation. The results showed a significant improvement in listening comprehension, with mean scores increasing from 27.80 (SD = 7.25) to 32.45 (SD = 6.65), t(19) = &ndash;8.94, p &lt; .001. The high effect size (&eta;&sup2; = 0.81) indicates a strong impact, with weaker students making notable progress. The study supports the integration of assessment and instruction in EFL listening, validating the concept of a collective ZPD in classrooms and highlighting the inclusive benefits of collaborative mediation. Pedagogically, it offers practical guidance for teachers seeking to embed assessment in interactive learning. Future research should explore the long-term effects of G-DA and its applicability to other language skills and contexts.

ltrq.2026.54.01.pdf

ltrq.2026.54.01.xml

Enhancing EFL Learners’ Listening Comprehension Through Group Dynamic Assessment: A Sociocultural Approach