oai:eurokd.com:article/1810 2026-06-02

AI-Enhanced Development of 4Cs-Based Listening Materials: EFL Teachers’ Practices in Flex Blended Learning Contexts Volume 54 Hendi Pratama Rudi Hartono Aprilia Riyana Putri Artificial Intelligence EFL Listening Instruction Flex Blended Learning Four Cs Teacher Agency <p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">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.</span></p> Language Teaching Research Quarterly 2025-10-18 Text https://api.eurokd.com/Uploads/Article/1810/ltrq.2026.54.13.pdf https://doi.org/10.32038/ltrq.2026.54.13 en Pages 313–338