Exploring EFL Teachers Perceptions of Students’ Use of ChatGPT: Case of English Department at Ibn Khaldoun University of Tiaret, Algeria

Abstract

The emergence of large language models (LLMs) like ChatGPT has sparked a global debate about their potential integration into classrooms. Numerous studies have explored educators' and students' perceptions of their benefits, drawbacks, and potential impact on learning. However, research in Algeria on this topic remains scarce. This study aims to bridge this gap by investigating Algerian EFL teachers' perceptions of students using ChatGPT to learn English. Eight EFL teachers from Ibn Khaldoun University of Tiaret's English Department participated in structured interviews to provide qualitative data. The findings revealed that the majority of teachers viewed students' use of ChatGPT primarily as a shortcut, raising concerns about its impact on genuine language development, creativity, and core skills like critical thinking and academic integrity like plagiarism being a particular worry. Regarding the integration of AI technology like ChatGPT into the EFL curriculum, opinions were diverged. While some teachers expressed cautious support, others remained skeptical or opposed. These findings highlight the need for careful consideration of potential issues before incorporating AI tools into educational settings.