Teachers’ Emotional Engagement with Artificial Intelligence: The Case of Algerian EFL University Teachers

Amel BENAISSA
Mouloud MAMMERI Universiy of Tizi-Ouzou, Algeria
benaissaam@hotmail.fr

Abstract

In today’s world, technological advancements serve to simplify learning and teaching,. That said, the abundance of tools and information can overwhelm both teachers and learners, sometimes causing technology-related anxiety. The present research aims to identify EFL university teachers’ emotional engagement with Artificial Intelligence. Unveiling teachers’ sources of fear and anxiety towards Artificial Intelligence and understanding their emotional responses can have practical implications for their effective implementation of these new technological tools, To achieve the aim of the present study, an Artificial Intelligence emotional survey was designed and administered to 21 Algerian EFL teachers at Mouloud MAMMERI University, in the Department of English, to assess their emotional engagement with various Artificial Intelligence tools. The survey comprises three sections. The questions were designed based on Y.Y. Wang and Y.S. Wang’s (2022) artificial intelligence anxiety scale. The findings indicate that most teachers do not display negative emotions towards learning Artificial Intelligence technology. However, they view it as a significant contributor to dependency and laziness

Keywords: Algerian EFL teachers, anxiety, Artificial Intelligence, AI anxiety scale, emotional engagement

DOI:
https://doi.org/10.70091/atras/AI.22

How to Cite this Paper :

Benaissa, A. (2024). Teachers’ Emotional Engagement with Artificial Intelligence: The Case of Algerian EFL University Teachers. Atras Journal, 5 (Special Issue), 354-366.

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