Abstract:
It is agreed nowadays that Artificial intelligence (AI) has gained wider acclamation invarioussectors, including education. The integration of AI in education has unveiled an array of AI-poweredtools, revolutionizing teaching and learning and equipping both students and teachers to navigatethe demands of the digital era. Within the framework of the Technology Acceptance Model, thepresent study aims to explore Algerian EFL students’ familiarity, use and attitudes towards artificial
intelligence tools and chatbots in the learning process. To this end, an exploratory study involvingamixed-methods design was conducted with 305 graduate and undergraduate EFL subjects intheDepartment of English of the University of Algiers 2. The results emerging fromthe quantitativeandqualitative analysis of the questionnaire revealed that the subjects were familiar with different AItools, such as Chatbots and generative tools, mainly using them to complete tasks requiringbothlower and higher-order thinking skills. The subjects generated positive attitudes towards theuseof
AI, favouring their efficiency and support but expressing concerns about potential over-relianceandimpacts on their motivation, critical thinking skills and creativity. The study concludes withsuggestions for future research on the ethical implications and best practices for AI use inhighereducation.
