TEACHERS’ PERCEPTIONS ON THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ENGLISH LANGUAGE LEARNING IN LIBYAN EFL CLASSROOMS
DOI:
https://doi.org/10.70672/157qsn23Keywords:
Artificial Intelligence; Attitudes; challenges; English language learning ELLAbstract
Artificial intelligence integration is becoming increasingly popular in English language learning. This paper explores the effect of Artificial Intelligence (AI) on English language learning, with a specific focus on the attitudes Libyan EFL (English as a Foreign Language) teachers at the Faculty of Education, Elmergib University. For this purpose, 20 Libyan EFL teachers were purposefully selected. The required data were collected using a mixed-methods, gathering both quantitative and qualitative data from a sample of 20 EFL teachers who incorporate AI tools in their teaching practices. A survey instrument including multiple-choice, open-ended, and Likert-scale items was used to gather the quantitative data. Semi-structured interviews were also used to collect qualitative data from the same sample of twenty EFL teachers. The results obtained from the data analysis and discussion indicated that, while EFL teachers have a positive attitude towards AI tools, constant support and comprehensive training will enable them to make the best use of AI tools and to overcome associated challenges with their integration.
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