لغة كلام
Volume 12, Numéro 2, Pages 287-301
2026-04-27

Efl Teachers' Perceptions And Attitudes Toward Ai Integration In Language Syllabus Design



Authors : Meddah Mohamed . Belmihoub Amel .

Abstract

In today's digital era, integrating artificial intelligence (AI) tools into language curriculum and syllabus design represents a profound paradigm shift in educational technology. This mixed-methods descriptive study examines EFL teachers' perceptions and attitudes toward AI integration in language syllabus design, with particular attention to their experiences with corpus-based methodologies and AI-enhanced language learning tools. Data were gathered from 25 EFL teachers at Mohamed Boudiaf University of M'Sila, Algeria, using structured questionnaires and semi-structured interviews. The findings revealed that the majority of teachers held positive attitudes toward AI integration, recognizing benefits such as enhanced curriculum personalization. However, despite this openness, only 4% reported extensive experience with AI tools, while 80% had limited experience integrating digital materials into their teaching practice. Additionally, all participants (100%) acknowledged insufficient professional development as a major barrier. These findings underscore that successful AI integration in language syllabus design depends not only on positive teacher attitudes, but also on institutional support and effective training programs

Keywords

artificial intelligence ; syllabus design ; teachers' attitudes ; educational technology ; integration challenges

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