English Language Teachers’ Perceptions of Artificial Intelligence Use in the EFL Classroom

Abstract

Nowadays, the rapid advancement of Artificial Intelligence has significantly influenced educational philosophy and practices worldwide. This development concerns all school subjects. In Morocco, the incorporation of AI tools into classrooms remains lagging. In this regard, this study aims to explore English language teachers’ perceptions, readiness, and challenges regarding the integration of AI tools into their instruction. This study uses a qualitative data collection method, with a questionnaire as the primary tool. The outcomes of this study indicate that teachers generally have positive perceptions toward AI, but they also raise many obstacles that impede its use. They recognize its potential benefits in fostering student autonomy, student engagement, and instructional efficiency. Nevertheless, there remain many concerns related to academic integrity, lack of training, and limited educational technology. The study concludes with recommendations for teacher training, policy development, and future research.