مجلة الروائز
Volume 10, Numéro 1, Pages 170-188
2026-07-02

Integrating Artificial Intelligence In Teaching English As A Foreign Language In Algerian Universities: Perceptions And Structural Challenges



Authors : Brioua Nadira .

Abstract

This study examines perceptions, adoption patterns, and structural barriers to Artificial Intelligence (AI) integration in English as a Foreign Language (EFL) programs at Algerian public universities. It is situated within national digitization policies, particularly the “Zero Paper” strategy and promotion of English as a Medium of Instruction (EMI). The research also evaluates the applicability of the Technology Acceptance Model (TAM) in a resource-constrained setting. The study used a purposive sampling with 78 participants (28 EFL teachers and 50 undergraduate/postgraduate students), mainly from universities in Algiers and other major hubs. It employed a descriptive sequential explanatory design in which quantitative data were collected first through a structured questionnaire, followed by qualitative follow-up. Quantitative findings indicated high daily AI usage (60.3%) and strong perceived usefulness for personalized learning (78.9%). However, 61.1% reported complete lack of institutional infrastructural support. Unreliable internet and limited device access emerged as the primary barrier, far outweighing ethical or cultural concerns. A significant regulatory gap was evident: 62.5% of respondents were unaware of any institutional AI ethical policies, correlating with high plagiarism-related anxiety (74.3%). Qualitative thematic analysis revealed widespread “shadow adoption,” with individuals independently using AI tools due to institutional deficiencies. The study concludes that the digital divide in Algerian higher education has shifted from skill-based to infrastructure-based limitations. Sustained investment in reliable connectivity and robust ethical governance is essential to align national policy ambitions with classroom realities.

Keywords

Academic Integrity, Algerian Higher Education, Artificial Intelligence in Education, Digital Infrastructure Barriers, Technology Acceptance Model.

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