Browsing by Author "GHEZAL Yasmine- LAHMAR Abderahmane"

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    Exploring Students' and Teachers' Attitudes about ChatGPT Usage in English as a Foreign Language Classes The Case of Master-one Students and Teachers at the Department of English, University of Abbes Laghrour-Khenchela
    (UNIVERSITÉ ABBAS LAGHROUR KHENECHELA, 2024) GHEZAL Yasmine- LAHMAR Abderahmane
    Abstract This work aims to explore students' and teachers' attitudes about using ChatGPT in English as a Foreign Language (EFL) classes at Abbas Laghrour Khenchela University. Given that it covers positive and negative aspects, this study holds great significance for directing the use of AI (Artificial intelligence) technologies in language education. The study employs a convergent mixed-method approach, combining surveys for assessing attitudes and semi-structured interviews to gain deeper insights. The study was conducted with EFL Master One students and teachers from Abbas Laghrour Khenchela University. Analysis of the data indicates that students typically have a good impression of ChatGPT, praising its flexibility, feedback, and potential to support self-directed learning. However, students express concerns about excessive reliance on such a tool and the potential loss of human interaction. Teachers, on the other hand, have mixed attitudes; they recognize the tool's potential to enhance both teaching and learning experiences and offer personalized assistance, but they also express worries about academic integrity, the changing nature of traditional teaching roles, and the necessity for extensive training to efficiently incorporate AI tools. The findings reveal complex attitudes on AI in education, considering both benefits and restrictions. Suggestions include developing explicit standards for ChatGPT use, providing specialized training for teachers, increasing cooperation between students and teachers, and conducting more research to reliably analyze the impact of AI tools in educational situations. Keywords: ChatGPT, EFL classes, students’ attitudes, teachers’ perspectives