AI Unveiled: Exploring AI's Dual Role in EFL Education

Abstract

Abstract: The colossal implementation of Artificial Intelligence (AI) into educational scenes has generated considerable interest and debate, especially concerning its impact on learning and teaching contexts. This study investigates the attitudes of EFL students towards the ethical implications and utilization of Artificial Intelligence (AI) in language learning environments. Findings from a questionnaire survey reveal that students with heightened awareness of AI's ethical ramifications express elevated apprehension regarding privacy infringements and equity concerns within AI-facilitated language learning settings. Despite widespread adoption of AI technologies, including adaptive learning platforms and NLP tools, concerns persist among students regarding potential negative effects. Contrary to expectations, prior experience in negotiating ethical complexities within digital contexts does not significantly correlate with confidence in addressing ethical transgressions in AI-driven language learning platforms. These results suggest that factors beyond prior experience may influence students' confidence levels in addressing ethical concerns related to AI utilization in language learning environments. The study provides valuable insights for educators and policymakers navigating the ethical landscape of AI integration in education. Keywords : Artificial Intelligence (AI), EFL learners, education, attitudes, Ethical challenges