المجلة الجزائرية للأبحاث والدراسات

Efl Teachers’ Use Of Ai Tools In Academic Research: Practices, Purposes, And Adoption Factors

Auteurs : Nouri Malika .

Résumé

Artificial intelligence (AI) tools are increasingly reshaping academic research practices, particularly in higher education contexts. This descriptive quantitative survey examined how EFL university teachers use AI in academic research, focusing on the extent and frequency of AI use, preferred tools, research tasks, and the factors that encourage or discourage its adoption. Data were collected from 27 of the 72 EFL university teachers in the Department of English at the University of Jijel using a structured questionnaire consisting of closed-ended items. Although all 27 teachers completed the questionnaire, only the 24 respondents who had previously used AI were included in the analysis of AI usage practices. The data were analysed using descriptive statistics in Microsoft Excel. The findings revealed a high AI adoption rate (88.9%), with most teachers using AI tools regularly. ChatGPT, Grammarly, and QuillBot were the most commonly used tools, mainly for proofreading and editing, brainstorming, summarising literature, and organising manuscripts. Saving time and supporting research activities were the main reasons for using AI, whereas concerns about accuracy, ethical issues, and overreliance were the main barriers. The findings also showed that most teachers had not received formal institutional training and instead relied on self-study and online learning. Overall, the study suggests that AI has become an important part of academic research for many EFL teachers and highlights the need for institutional guidance and professional development to promote its responsible and effective use in academic research.

Mots clés

Academic Research, AI Adoption, AI Tools, EFLTeachers, Higher Education