Journal of Studies in Language, Culture and Society (JSLCS)

Teachers’ Perceptions Of Ai-driven Tools In Efl Writing Classes: Exploring The 21st Century Alternatives

Auteurs : Amine Wafa . Hamadi Aziz Nabil .

Résumé

Writing has long been recognized as a particularly demanding skill for EFL learners, and assessing it is an even more complex and demanding task for instructors. Therefore, integrating AI tools in assessing writing appears to be the twenty-first century solution to lessen the workloads of teachers and enhance the efficiency of feedback. To this end, the present study explores EFL teachers’ attitudes towards the use of AI-based assessment tools in their writing classes. In addition, it aims to explore the factors that influence their perspectives on adopting these tools. To achieve these aims, a mixed-methods approach was adopted, in which a semi-structured questionnaire along with an online interview were incorporated as data collection tools with twelve EFL tutors from Sidi Bel Abbes University. The findings revealed that there is a conditional acceptance and not a blind adoption, in which those teachers are open to embracing AI in their teaching practices but still remain reserved to its use. The findings also revealed that ethical guidelines, pedagogical considerations, and institutional support are interrelated factors that impact the adoption of AI technologies. Finally, teachers emphasized that such tools are supportive, but can never replace human judgment, which remains more consistent and reliable.

Mots clés

AI tools, assessment, attitudes, EFL teachers, writing