Author(s): Boutkhil Guemide and Abd Allah Sahraoui

Abstract: Since its emergence, Artificial Intelligence (AI) has experienced major developments which resulted in revolutionizing human beings’ lives. In addition to its presence in many sectors, AI has already been integrated in education, both teaching and learning. Like ICTs, AI has many advantages in teaching/ and learning process. As AI applications and software enable learners to interact with both robots and teachers, they motivate learners in their pace to better their learning skills. In the case of EFL, learners, especially non- native speakers, can improve their EFL skills and become highly competent in EFL. In this context, it has been proven that AI applications for EFL provide learners with more interactivity. They interact with AI applications at any time and everywhere. With trial and error, AI applications help learners to foster their EFL skills. Although many countries in the world have recently published its AI strategies at the national level to promote the use of intelligent autonomous products and predictive models for the real world, Algeria has recently started in the integration of AI in its economic, educational, and other important related fields. Because of its importance and benefits, Tayeb Bouzid, the ex- minister of higher education and scientific research, announced the Algerian plan for deployment of AI strategy. This announcement proves that Algeria intends to keep up with the technological revolution and innovations the world has witnessed.The present paper attempts to analyze the possibility of integrating AI applications in English language to improve EFL learning. Using EFL students of M’sila University as a case study, the researchers adopted a descriptive approach to highlight whether AI applications could provide the necessary feedback to EFL students in their learning process. In the study, a questionnaire, which is used as a primary instrument, is administered to EFL students in order to examine students’ views and opinions about the integration of AI applications in EFL context. As for the findings of the research, the present study revealed that EFL students were aware of the importance of integrating AI applications in EFL learning; yet, a number of factors appeared to influence students’ willingness and readability to implement AI applications in their learning process. In addition, students positively affirmed the efficacy of integrating AI applications in EFL. The results of the study may contribute to provide a thorough understanding of the significance of integrating AI applications as a substitute for ICTs in EFL so as to provide feedback to EFL students in improve their learning process.

Pages: 38-46 | Views: 164 | Downloads: 48

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