ElevenLabs-Based Critical Listening Instruction: Exploring Students’ Social-Emotional Competencies in Indonesian Language Education

Abstract

The integration of artificial intelligence in language learning provides new opportunities for developing more contextual and meaningful listening experiences. This study explores the utilization of ElevenLabs in critical listening instruction and students’ social-emotional experiences during ElevenLabs-based listening activities in Indonesian Language and Literature Education. This study employed a descriptive qualitative approach, supported by descriptive numerical data to enrich the interpretation of learning responses and critical listening performance. Data were collected through classroom observations, critical listening ability analysis, in-depth interviews, and documentation. The participants consisted of 25 students involved in classroom observation and critical listening assessment, while eight students participated in interviews related to their social-emotional experiences. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that students responded positively to ElevenLabs-based listening activities, particularly regarding voice clarity, listening focus, and emotional engagement. Descriptive assessment data showed that most students were categorized as highly developed in critical listening performance following the learning activity, with the highest achievement observed in the understanding and reflecting dimensions, while interpreting remained an area requiring further support. The interview findings revealed that social awareness was identified in the largest number of informants, reflected in students’ ability to understand situations and consider others’ perspectives. These findings suggest that ElevenLabs can function as an audio stimulus within critical listening activities and provide opportunities for students’ social-emotional reflection. However, its implementation requires integration with pedagogical strategies, such as discussion, reflective questioning, and argumentative activities, to facilitate deeper meaning-making processes.