Striking the Balance of AI Use in EFL Education: Maximizing Benefits,
and Minimizing Risks
Nadjiba MERDASSI
Abbes Lghrour University, Khenchela, Algeria
nadjiba.merdassi@univ-khenchela.dz
Asma BELMEKKI
Abbes Laghrour University, Khnechela, Algeria
belmekki.asma@univ-khenchela.dz
https://orcid.org/0000-0003-0698-1287
Abstract
Over the past decade, technological advancements, especially in Artificial Intelligence, have significantly transformed educational practices. However, there are growing concerns about its misuse. Instead of using these technologies as a supplementary tool, many students are becoming increasingly dependent on these platforms. This rising reliance threatens to diminish its benefits, possibly restricting students’ abilities and weakening their academic performance. This paper seeks to examine both the potential and challenges associated with employing Artificial Intelligence tools in education. By addressing this growing concern, the study offers valuable insights into how these tools are reshaping education and highlighting the need for a balanced integration. Employing a mixed-method research design, the study uses a web-based questionnaire with both open-ended and closed-ended questions, administered to twenty EFL teachers from various universities in Algeria. The research emphasizes the adverse effects of excessive reliance on AI on student creativity and academic outcomes while also proposing solutions to reduce students’ misuse of these technologies. The results highlight the need for careful consideration and thoughtful strategies to minimize the risks of overreliance, ensuring that technology serves as a helpful tool rather than a hindrance.
Keywords: Artificial Intelligence, educational technology, EFL classrooms, higher education, teachers’ perceptions
DOI:
https://doi.org/10.70091/atras/AI.4
How to Cite this Paper :
Merdassi, N., & Belmekki, A. (2024). Striking the Balance of AI Use in EFL Education: Maximizing Benefits, and Minimizing Risks. Atras Journal, 5 (Special Issue), 69-79.
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