Teachers’ Perspectives on Integrating AI in EFL Education: A case Study at the University of Algiers 2

Abstract

Abstract: Various fields of education have been revolutionized by artificial intelligence, involving English Foreign Language (EFL) education. AI tools can offer significant benefits for learners and teachers, such as adaptive teaching and personalized feedback. Nevertheless, integrating AI in EFL classrooms presents many issues. This article examines the understanding, beliefs, and actions of teachers on the use of Artificial Intelligence in the context of studying English as a Foreign Language. The present study shed light on the teachers’ perspective concerning integrating AI in EFL education. The sample of this study were 25 teachers in the English department at the University of Algiers 2, located in Algeria, during the academic year 2023-2024. To reach the objectives of the study, a mixed methods approach were used. More precisely, a semi-structured questionnaire was delivered to 25 EFL teachers from the Department of English, and an interview has been conducted 10 participants. Research showed that: 1 Teachers have a positive attitude on the incorporation of artificial intelligence (AI) into English as a foreign language (EFL) instruction.2Educators feel that artificial intelligence has the potential to shape learning experiences and facilitate their job. 3 there is a certain apprehension among teachers concerning an excessive reliance on technology and the possibility of a negative influence on creativity. 4 Teachers believe that concerns about ethics are significant. Keywords Artificial intelligence, AI Integration, EFL education, EFL Teachers, Teachers perceptions