Moroccan EFL Teachers' Perceptions of AI-Generated Content: Impact, Effectiveness, and Challenges in Language Learning

Abstract

Over the last few decades, the education sector has seen various pedagogical changes as a result of rapid technological breakthroughs, giving students and teachers access to a wide range of web-based materials and digital tools. The development of artificial intelligence technology, such as AI-generated content, which makes education more easily accessible with the press of a button, has further increased this accessibility. This study aims to explore English as a foreign language teachers’ perceptions of the use of AI-generated content, investigating its potential impact on language learning outcomes and the overall learning experience. By delving into students' and educators' perspectives, this research also seeks to explore the effectiveness and challenges of integrating AI-generated content in language instruction. 40 English as a foreign language teachers took part in the study, including middle and high school teachers in Taourirt. A qualitative analysis was carried out to delve into EFL teachers’ insights regarding AI-generated content. The findings of the study showed that the majority of teachers had positive attitudes toward the use of AI-generated content technology. Learning about teachers’ attitudes toward AI implementation in the classroom will help pave the way for informed pedagogical practices and maximize the benefits of technological advancements in education.