Exploring Algerian EFL Students’ Familiarity, Use and Attitudes towards Generative Artificial Intelligence Tools in Education

Abstract

It is agreed nowadays that Artificial intelligence (AI) has gained wider acclamation in various sectors, including education. The integration of AI in education has unveiled an array of AI-powered tools, revolutionizing teaching and learning and equipping both students and teachers to navigate the demands of the digital era. Within the framework of the Technology Acceptance Model, the present study aims to explore Algerian EFL students’ familiarity, use and attitudes towards artificial intelligence tools and chatbots in the learning process. To this end, an exploratory study involving a mixed-methods design was conducted with 305 graduate and undergraduate EFL subjects in the Department of English of the University of Algiers 2. The results emerging from the quantitative and qualitative analysis of the questionnaire revealed that the subjects were familiar with different AI tools, such as Chatbots and generative tools, mainly using them to complete tasks requiring both lower and higher-order thinking skills. The subjects generated positive attitudes towards the use of AI, favouring their efficiency and support but expressing concerns about potential over-reliance and impacts on their motivation, critical thinking skills and creativity. The study concludes with suggestions for future research on the ethical implications and best practices for AI use in higher education.