Barriers to the Effective Use of AI-Based Listening Tools among EFL Students in the English Department of Universitas Bhinneka PGRI

Abstract

Artificial Intelligence (AI) has become an increasingly important tool in English language learning, particularly in supporting listening comprehension. While previous studies have primarily emphasized the benefits of AI-assisted learning, limited research has examined the barriers that students encounter when using AI-based listening tools. This study aimed to explore the barriers experienced by EFL students in using AI-based listening tools for listening practice in the English Department of Universitas Bhinneka PGRI, Indonesia. A qualitative descriptive design was employed using questionnaire responses from 43 students and semi-structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data from open-ended responses and interviews were analyzed through thematic analysis. The findings identified four major barriers: technological, pedagogical, learner-related, and economic. Technological barriers included unstable internet connections and inaccurate automatic captions. Pedagogical barriers involved limited teacher guidance and insufficient classroom integration of AI tools. Learner-related barriers included limited digital literacy, difficulties in selecting appropriate learning materials, and ineffective learning strategies. Economic barriers mainly referred to restricted access to premium features due to subscription costs. Despite these challenges, students showed positive attitudes toward AI-assisted learning and suggested improvements such as better caption accuracy, offline access, and stronger classroom integration. The study concludes that effective AI-supported listening instruction requires reliable technology, appropriate pedagogical support, students' digital readiness, and equitable access to AI learning resources.