Language Teaching Research Quarterly

The rapid advancement of Artificial intelligence (AI) technologies has made new opportunities available in language education. This qualitative study investigates using generative AI tools by university English as a Foreign Language (EFL) students to create podcasts for language learning. The research was based on 80 undergraduate students who responded to open-ended questions about using Generative AI-based technologies in different podcast aspects, from writing the script to generating ideas and editing the content. Our thematic analysis of the responses showed that generative AI could act as a creative collaborator in podcast production, improving the quality of spoken language and speeding up production. However, the results also exposed immense areas where the tools could have more cultural context. It raised important questions about the ethics of authorship and data protection and the continued necessity for human input and oversight. This study has two implications: firstly, it suggests the possible benefits of adding Generative AI into student-driven EFL podcast projects and, secondly, the folding mode to max out each other. These results have important implications for educators and researchers designing practical, ethical AI applications for language learning. The paper concludes with suggestions for further research and practical advice for how the results of this study might impact EFL teaching practices in an age where AI technologies are advancing rapidly.