ListenToFy: Edtech Development Based on the Chatgpt-Voxbox Model for Transforming Listening Skills

Fatma Yuniarti; Seftika Seftika; Yasmika Baihaqi; Dani Anggoro; Muhammad Dzul  Fikri; Muhammad Hidayah  Alfiro; Fawwaz Rafi  Irfansyah

doi:10.36312/jolls.v6i2.4932

Abstract

Listening comprehension remains a critical yet persistently underdeveloped skill in English as a Foreign Language (EFL) higher education, particularly in Indonesian universities where authentic materials, native speaker input, and personalized learning pathways are severely limited. Despite growing interest in AI-assisted language learning, few studies have translated proof-of-concept AI integrations into scalable, pedagogically grounded mobile applications. This study aimed to develop, validate, and implement ListenToFy, a mobile EdTech application that integrates ChatGPT for adaptive content generation and VoxBox Text-to-Speech for authentic, native speaker audio, to transform Advanced Listening instruction. Employing a Research and Development (R&D) design using the ADDIE model, the study was conducted across two Muhammadiyah universities in Indonesia involving 34 EFL students and two lecturers. Expert validation yielded an overall score of 85.7%, indicating high validity. Usability testing produced a System Usability Scale score of 82.1, classified as Excellent. Pre- and post-test results demonstrated statistically significant listening comprehension gains (mean gain: +14.0 points; p < .001; Cohen’s d = 0.79–0.84), and qualitative interviews identified four key themes: authentic audio experience, personalized learning pathways, instructor empowerment, and technology integration challenges. ListenToFy represents a replicable, dual-AI EdTech model that meaningfully advances listening instruction reform in Indonesian and comparable Southeast Asian EFL higher education contexts.

Keywords

How to Cite

Fatma Yuniarti, Seftika Seftika, Yasmika Baihaqi, Dani Anggoro, Muhammad Dzul Fikri, Muhammad Hidayah Alfiro, Fawwaz Rafi Irfansyah . (2026). ListenToFy: Edtech Development Based on the Chatgpt-Voxbox Model for Transforming Listening Skills. Journal of Language and Literature Studies, 6(2), 865-875. https://doi.org/10.36312/jolls.v6i2.4932

References

Akbar, S. (2013). Instrumen perangkat pembelajaran. PT Remaja Rosdakarya.

Alrasheedi, S., & Capretz, L. F. (2023). Toward a learner-centered model for AI-enhanced instructional design in higher education. Education and Information Technologies, 28(4), 3891–3912. https://doi.org/10.1007/s10639-022-11354-4

Bozkurt, A., Karadeniz, A., & Koçdar, S. (2023). Instructor dashboards and learning analytics in adaptive educational environments: A systematic review. British Journal of Educational Technology, 54(2), 412–431. https://doi.org/10.1111/bjet.13278

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brooke, J. (1996). SUS: A quick and dirty usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & A. L. McClelland (Eds.), Usability evaluation in industry (pp. 189–194). Taylor & Francis.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Crompton, H., & Burke, D. (2023). Mobile learning and student outcomes: A systematic meta-analysis. Journal of Research on Technology in Education, 55(3), 365–382. https://doi.org/10.1080/15391523.2021.1965522

Godwin-Jones, R. (2022). Challenges and opportunities for language learning in the digital age: Intelligent systems, generative AI, and the evolving role of the language teacher. Language Learning & Technology, 26(2), 1–19. https://doi.org/10.10125/73483

Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864

International Organization for Standardization. (2019). ISO 9241-210:2019 Ergonomics of human-system interaction—Part 210: Human-centred design for interactive systems.

Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Suman, R. (2023). Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115

Jia, J., Chen, Y., & Xu, Z. (2022). AI-powered personalized learning in language education: Curriculum alignment and adaptive content generation. Computers & Education: Artificial Intelligence, 3, 100062. https://doi.org/10.1016/j.caeai.2022.100062

Kim, J., & King, S. (2023). Neural text-to-speech for language learning: Prosodic authenticity and learner perception. Speech Communication, 148, 1–14. https://doi.org/10.1016/j.specom.2023.01.002

Kim, N., Kim, M., & Lee, J. (2021). AI chatbot-assisted speaking practice: Learner perceptions and performance outcomes in EFL contexts. ReCALL, 33(3), 312–328. https://doi.org/10.1017/S0958344021000124

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335

Kukulska-Hulme, A., & Viberg, O. (2022). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

Mali, Y. C. G. (2016). EFL students’ perceptions on their self-directed learning using internet, mobile phone, and social media. TEFLIN Journal, 27(2), 186–209. https://doi.org/10.15639/teflinjournal.v27i2/186-209

Martin, F., & Ndoye, A. (2022). Using learning analytics to assess student learning in online courses. Journal of University Teaching and Online Learning, 19(1), 167–186. https://doi.org/10.24059/olj.v20i2.790

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.

Richey, R. C., & Klein, J. D. (2007). Design and development research: Methods, strategies, and issues. Lawrence Erlbaum Associates.

Sari, F. M., & Wahyudin, A. Y. (2022). Podcast-based listening instruction in Indonesian EFL classrooms: Learner engagement and comprehension outcomes. IJEE (Indonesian Journal of English Education), 9(1), 45–62. https://doi.org/10.15408/ijee.v9i1.23487

Sauro, J. (2011). A practical guide to the System Usability Scale: Background, benchmarks, and best practices. Measuring Usability LLC.

Trisno, T., Emzir, E., & Mayuni, I. (2019). Listening comprehension problems of EFL university students: A needs analysis study. Journal on English as a Foreign Language, 9(2), 168–188. https://doi.org/10.23971/jefl.v9i2.1327

Tzirides, A. O., Fink, J., & Specht, M. (2023). Text-to-speech in language learning environments: Prosodic features, learner perception, and pedagogical design considerations. Language Learning & Technology, 27(1), 44–63. https://doi.org/10.10125/73506

Vandergrift, L., & Goh, C. C. M. (2018). Teaching and learning second language listening: Metacognition in action (2nd ed.). Routledge.

Yuniarti, F., Wulandari, F., & Rakhmawati, D. (2024). Personalized listening practice: Integrating AI (ChatGPT) and VoxBox native speaker input in language learning. INOVISH Journal, 9(2), 112–128.

Zou, B., Li, J., & Li, M. (2023). AI-assisted vocabulary learning in EFL contexts: Tool design, pedagogical integration, and learner outcomes. Computer Assisted Language Learning, 36(4), 701–728. https://doi.org/10.1080/09588221.2021.1999913