Readiness And Practice Gap In EFL: AI Integration In Moroccan High Schools

The study explores the transformative impact of artificial intelligence (AI) tools on enhancing digital competency and professional development among English as a Foreign Language (EFL) teachers. Grounded in multidimensional AI Literacy Framework encompassing: Understanding, Applying, Evaluating, and AI Ethics, this research critically examines the affordances and limitations of AI-driven platforms, including Microsoft Educator Center, Google Classroom, and Edmodo, in supporting EFL instructional strategies. Employing a mixed-methods approach with a rigorous pretest-posttest random assignment experimental design, the study engaged 184 EFL teachers concurrently enrolled in postgraduate studies. Quantitative data measured gains in digital competency and professional development engagement, while qualitative insights captured teacher perceptions of the findings. Results demonstrated substantial improvements in participants employing AI-enhanced pedagogical strategies. AI tools were found to fosters adaptive learning environments and personalized feedback mechanisms, though challenges emerged such as teacher resistance, inconsistent digital literacy, and infrastructure constraints. The research addresses important gaps in current EFL pedagogical practices by providing robust empirical evidence and actionable insights into AI integration in EFL education. It advocates for professional development programs to equip educators with the requisite skills for effective AI implementation. Furthermore, the study underscores the importance of contextual factors, such as institutional support and equitable access in effective AI adoption. Concluding with strategic recommendations for future research and policy, the study emphasizes the necessity for ongoing support, longitudinal evaluation of AI interventions, and ethical considerations in AI deployment to ensure equitable access and sustainable educational progress.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education marks a significant transformation in pedagogical practices, particularly in higher education. In many European countries, such as Germany, Estonia, Finland, and Ukraine, this transformation is accelerating as education systems increasingly adopt AI technologies that replicate human cognitive processes like problem-solving and decision-making. They provide unprecedented opportunities for personalizing language learning based on individual student needs. This study explores current trends, pedagogical models, and empirical findings related to the implementation of AI in EFL classrooms, with particular attention to its impact on the development of language skills, learner autonomy, and affective factors such as motivation and engagement. Within the European context, these issues are especially relevant due to the widespread status of English as a foreign language and the strategic emphasis on digital innovation in national education systems. Drawing on both international and Ukrainian research, the study examines the application of widely used AI tools, such as chatbots, writing assistants, translation platforms, and intelligent tutoring systems, in language teaching. Empirical evidence, including findings from European-based studies, indicates significant improvements in students’ receptive (reading, listening) and productive (speaking, writing) language skills, lexical acquisition, and intercultural competence. Furthermore, AI enhances the affective dimension of learning by boosting motivation, promoting engagement, and alleviating foreign language anxiety through personalized, adaptive feedback and autonomous learning pathways. Despite these benefits, the integration of AI into EFL education is characterized by some challenges, including students’ over-reliance on technology, insufficient digital literacy among users, ethical concerns regarding data privacy, and a lack of comprehensive pedagogical frameworks. The study emphasizes the need for pre-service teacher training programs that effectively incorporate AI competencies. Overall, the study results indicate a positive impact of integrating AI into the teaching of English as a foreign language in European counties (including Ukraine), demonstrating how technological innovations can complement traditional pedagogical approaches to support accessible, effective, and learner-centered foreign language education in the digital era.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education has transformed teaching practices, necessitating a re-evaluation of teacher competencies in the digital age. This systematic review examines the intersection of AI technologies and EFL teachers' competencies, exploring how AI tools influence pedagogical skills, technological proficiency, and professional development. Through an analysis of recent literature, the study identifies key competencies required for EFL teachers to effectively leverage AI, including adaptive teaching strategies, data literacy, and ethical considerations in AI usage. The review also highlights challenges such as resistance to technological adoption, the digital divide, and the need for continuous upskilling. Findings suggest that while AI offers significant opportunities for personalized learning and efficiency, EFL teachers must develop a balanced skill set that integrates traditional teaching expertise with emerging technological demands. The results of the research showed that 1) EFL teachers’ competencies in artificial intelligence field consist of 10 competencies, namely: 1) AI-Assisted Lesson Planning, 2) AI-Powered Language Practice & Feedback, 3) Speech Recognition & Pronunciation Tools, 4) AI for Differentiated Instruction, 5) Automated Assessment & Grading, 6) Data-Driven Student Insights, 7) Ethical & Critical Use of AI, 8) AI for Content Creation & Gamification, 9) AI-Powered Translation & Comprehension Support, and 10) AI and Virtual/Augmented Reality in EFL. The paper concludes with recommendations for teacher training programs and policy frameworks to support the evolving role of EFL educators in an AI-driven educational landscape.

This research aims to explore the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within Indonesian Islamic Senior High Schools. Employing a Systematic Literature Review (SLR) methodology, the study synthesizes existing research to identify effective AI applications, challenges faced by educators and students, and the broader implications for educational reform. The findings reveal that AI can significantly enhance EFL instruction through personalized learning experiences, intelligent tutoring systems, and language learning applications, which improve student engagement and language proficiency. However, challenges such as inadequate teacher training, resource limitations, and ethical concerns regarding data privacy must be addressed to ensure successful implementation. The implications of this study highlight the need for a balanced approach that combines AI integration with human interaction in teaching practices. Additionally, it underscores the importance of professional development for educators and equitable access to technology for all students. This research contributes to the growing body of literature on AI in education and provides actionable insights for policymakers and educators seeking to enhance English language teaching in Indonesia's Islamic Senior High Schools. Keywords: Artificial intelligence, EFL teaching, Indonesia, Islamic senior high schools Penelitian ini bertujuan untuk mengeksplorasi integrasi Kecerdasan Buatan (AI) dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di Sekolah Menengah Atas Islam di Indonesia. Dengan menggunakan metodologi Tinjauan Literatur Sistematis (SLR), penelitian ini mensintesis penelitian yang sudah ada untuk mengidentifikasi aplikasi AI yang efektif, tantangan yang dihadapi oleh para pendidik dan siswa, dan implikasi yang lebih luas untuk reformasi pendidikan. Temuan tersebut mengungkapkan bahwa AI dapat secara signifikan meningkatkan pengajaran EFL melalui pengalaman belajar yang dipersonalisasi, sistem bimbingan belajar yang cerdas, dan aplikasi pembelajaran bahasa, yang meningkatkan keterlibatan siswa dan kemahiran bahasa. Namun, tantangan seperti pelatihan guru yang tidak memadai, keterbatasan sumber daya, dan masalah etika terkait privasi data harus diatasi untuk memastikan implementasi yang sukses. Implikasi dari penelitian ini menyoroti perlunya pendekatan yang seimbang yang menggabungkan integrasi AI dengan interaksi manusia dalam praktik pengajaran. Selain itu, penelitian ini juga menggarisbawahi pentingnya pengembangan profesionalisme bagi para pendidik dan akses yang adil terhadap teknologi untuk semua siswa. Penelitian ini berkontribusi pada literatur yang berkembang tentang AI dalam pendidikan dan memberikan wawasan yang dapat ditindaklanjuti bagi para pembuat kebijakan dan pendidik yang ingin meningkatkan pengajaran bahasa Inggris di Sekolah Menengah Atas Islam di Indonesia. Kata kunci: Kecerdasan buatan, pengajaran bahasa Inggris, Indonesia, sekolah menengah atas Islam

The integration of artificial intelligence (AI) and Chat GPT technology in English as a Foreign Language (EFL) instruction has ushered in transformative changes in language learning and assessment. This essay explores the multifaceted impact of AI and Chat GPT on EFL education, emphasizing their role in personalized language learning, real-time language practice, and examination techniques. AI facilitates personalized language learning by tailoring lessons to individual students' needs, promoting deeper language understanding. Real-time language practice is enhanced through dynamic interactions with AI-powered chatbots, which provide immediate feedback, boosting proficiency and confidence. In examination techniques, AI automates grading and feedback, improving efficiency and consistency, while also enhancing test security. The integration of AI and Chat GPT raises ethical considerations regarding privacy, equity, and responsible AI usage. Successful case studies, including Duolingo's language learning platform, Chat GPT in EFL classrooms, and ExamSoft's examination software, highlight the practical benefits of AI integration. The future of EFL education lies in a collaborative relationship between human teachers and AI, addressing challenges and limitations while prioritizing ethical considerations, equitable access, and meaningful human interaction. The potential for a more effective and engaging EFL learning experience is achievable with a commitment to these principles.

The rapid evolution of artificial intelligence (AI) technology and its integration into different fields, including language teaching, have inspired a growing body of literature. Scholars have particularly examined the integration of AI techniques into the teaching of English as a foreign language (EFL). However, it is becoming more challenging to identify the most suitable and efficient tools for implementation in EFL education because of the massive amount of innovation. Accordingly, in this systematic review, we examine the latest literature on the integration of AI into EFL teaching. The objective of this study is to explore how AI is being incorporated into this field, its impact on enhancing core English skills, and the potential pedagogical implications. A total of 284 articles published between 2019 and 2023 were initially identified from the most popular databases, including ERIC, ScienceDirect, JSTOR, ProQuest, and Scopus. Following pre-established inclusion and exclusion criteria, 13 papers were selected for the final review. The findings of this review highlight the benefits of using different AI techniques such as chatbots, automated writing evaluation, and writing assistance technologies in the instruction of fundamental EFL skills, namely speaking, listening, and writing. This review also provides useful insights and indicates some promising directions regarding the appropriate and effective application of AI in EFL classrooms.

As artificial intelligence (AI) rapidly integrates into academic life, its application in English as a Foreign Language (EFL) education remains underexplored, particularly within specific sociocultural contexts, This study addresses a critical gap in the literature: the lack of empirical research on the self-regulated learning (SRL) strategies employed by Algerian EFL students when using generative AI, and the extent to which these strategies align with instructor perspectives . The study was guided by two research questions: (1) What SRL strategies do Algerian Master’s students use when integrating AI into their academic writing tasks? (2) How do EFL teachers’ perceptions of AI’s role and associated ethical concerns compare with students’ reported practices? The qualitative phase involved semi-structured interviews with 15 Master’s students, selected based on their self-reported use of AI for academic work multiple times per week. The quantitative phase surveyed 49 EFL university teachers on their attitudes and pedagogical approaches to AI. The findings reveal that students are not passive users; instead, they employ sophisticated SRL strategies such as adaptive goal-setting and critical self-evaluation to use AI as a “scaffolding partner.” This practice contrasts with teachers’ prevalent “cautious optimism,” which focuses more on abstract ethical concerns like plagiarism rather than on students’ emergent agentic strategies. The study concludes that students’ strategic AI use offers a foundation for developing pedagogical models centered on critical AI literacy and proposes that institutional policies should focus on guiding, rather than prohibiting, AI integration.

Artificial intelligence (AI) rapidly transforms education, offering adaptive and personalized learning experiences. In English as a Foreign Language (EFL) education, AI-powered tools such as chatbots, writing assistants, and translation software reshape teaching and learning. This study explores how 67 prospective EFL teachers envision the future role of AI in EFL instruction, examining its potential benefits and challenges. Using a descriptive qualitative approach and reflexive thematic analysis, the study identifies 6 themes and 52 nodes addressing the risk of AI replacing teachers and 5 themes with 31 nodes regarding AI’s future impact on EFL teaching and learning. Findings suggest a preference for a human-centered AI approach—AI-assisted EFL teaching and learning (AIaEFLtl)—where AI complements rather than replaces teachers. The study highlights key implications for AI-EFL teacher collaboration, advocating for teacher training in AI integration and ethical considerations. These insights contribute to the ongoing discourse on the evolving role of AI in education and its pedagogical implications for future EFL classrooms.

As artificial intelligence (AI) increasingly influences education, understanding learners' experiences, engagement and literacy of these tools is critical. This study explores AI literacy among Turkish EFL (English as a Foreign Language) students regarding their familiarity, knowledge, and ethical perceptions of AI technologies in academic writing. Using a descriptive exploratory approach, the study surveyed 427 students from two Turkish universities. Findings reveal a moderate level of AI familiarity and usage among participants, with a significant reliance on AI tools for translation and grammar proofreading. Despite recognizing AI's potential to enhance academic writing, students exhibited limited technical proficiency and understanding of AI's underlying mechanisms, highlighting a need for targeted and structured AI education for EFL writing. The findings contribute to the ongoing discourse on AI integration in EFL education, offering insights for policymakers, educators, and researchers to better prepare students for an AI-driven academic environment.

Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals to adeptly navigate the modern digitalised world. However, studies on teacher AI literacy in the English as a Foreign Language (EFL) context remain limited. This study aims to identify intraindividual differences in AI literacy and examine its associations with age and years of teaching experience among 782 English teachers. Given the absence of a reliable instrument to measure teacher AI literacy, we first constructed and validated a scale encompassing five sub‐scales: AI Knowledge , AI Use , AI Assessment , AI Design , and AI Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, with the results revealing four distinct profiles: Poor AI literacy (C1: 12.1%), Moderate AI literacy (C2: 45.5%), Good AI literacy (C3: 28.4%), and Excellent AI literacy (C4: 14.1%). Multinomial logistic regression analyses indicated significant associations between teacher AI literacy and both age and years of teaching experience. Additionally, 32 respondents participated in semi‐structured interviews. The qualitative data analysed with MAXQDA 2022 triangulated the quantitative results and offered deeper insights into teachers’ perceptions of their AI literacy. This study provides both theoretical and practical implications for understanding teacher AI literacy in the Chinese EFL context.

The integration of Artificial Intelligence (AI) in education has rapidly transformed sectors including English as a Second Language (ESL) learning. However, there remains a significant gap in adapting these global AI innovations to local educational contexts, particularly in ESL classrooms. This paper proposes a conceptual framework linking global AI advancements with local ESL practices by focusing on the development of adaptive learning tools to meet the diverse needs of ESL learners. The study synthesizes existing literature on AI applications in language learning and adaptive learning models, addressing both global trends and local educational challenges. Through this literature review, the paper explores AI’s potential to personalize learning, enhance language acquisition, and overcome barriers like the digital divide. Expected outcomes suggest that while AI shows promise in fostering engagement and personalized learning, its effective implementation in local ESL classrooms requires attention to contextual factors such as internet access, teacher involvement, and cultural relevance. The proposed framework recommends a hybrid approach that integrates AI tools with traditional teaching practices, ensuring an effective, contextually relevant learning environment. In conclusion, the paper advocates for collaboration among AI developers, educators, and policymakers to adapt AI tools to local needs, offering a direction for future research and implementation of adaptive language learning tools in ESL education.

Incorporating artificial intelligence (AI) technologies has a significant role in teaching and learning English as a Foreign Language (EFL). ChatGPT, developed by OpenAI as a conversational generative AI tool, has the potential to enhance the teaching and learning of English effectively. This study aims to explore the role of using ChatGPT in learning English among students at the University of Hail in Saudi Arabia. The results from six individual interviews and four focus group interviews revealed several contributions to students’ learning. Students recognise that ChatGPT has enhanced their English language skills, such as reading, writing, grammar. and spelling, Also, it promoted self-directed learning, and facilitated effective interaction by providing personalised support and occasionally substituting the role of the teacher. Additionally, ChatGPT has improved students' research skills by facilitating brainstorming, feedback, and access to diverse resources. Students noted that ChatGPT has fostered curiosity in learning and seeking knowledge through asking questions and receiving prompt answers. However, despite the benefits, students also revealed challenges, such as over-reliance on technology and occasional inaccuracies in the information provided. These findings are particularly important in the current context of AI integration in education, where educators and students are exploring new ways to enhance learning experiences and outcomes. Also, they call for intensive training on how to effectively utilize ChatGPT in the field of teaching EFL. This study provides valuable information for teachers, administrators, and curriculum developers who aim to use AI to enhance language learning. Future research should explore the long-term effects of AI tools like ChatGPT on language retention, the integration of AI into diverse curricula and ethical implications of its use in EFL education.

Intercultural competence has become an essential skill for effective global communication, particularly for English as a Foreign Language (EFL) learners. The integration of artificial intelligence (AI) into educational practices presents significant potential for enhancing both linguistic proficiency and intercultural capabilities. However, there remains a gap in understanding how AI technologies can specifically facilitate the development of intercultural competence among EFL learners. This study adopts a mixed-methods approach to examine the impact of AI technologies on intercultural competence development among 120 Chinese undergraduate EFL students. Quantitative analysis of pre-and post-test data revealed significant improvements in students' cultural knowledge, attitudinal openness, communication skills, and cultural awareness, with paired t-tests confirming the statistical significance of these gains. Qualitative data, collected through interviews, classroom observations, and platform usage records, further supported these findings, highlighting enhanced emotional engagement, practical application of skills, and immersive learning experiences facilitated by AI tools. The results indicate that integrating AI technologies into language curricula can effectively foster intercultural understanding and communication abilities. This study contributes to the existing literature by providing empirical evidence on the efficacy of AI-based interventions in promoting intercultural competence, offering practical implications for educators and policymakers seeking to leverage AI in language teaching and learning contexts.

Rapid integration of Artificial Intelligence (AI) in higher education has highlighted the need to understand learner attitudes, mainly within the Saudi English as a Foreign Language (EFL) context, where digital transformation aligns with national educational priorities. Though the Saudi education sector has not been untouched by technology, that has been more in the nature of general applications unlike AI's exceptional cognitive and interactive role, leaving restricted evidence on how Saudi undergraduates perceive its role in academics. This research examines Saudi EFL learners’ attitudes toward AI integration and determines its relationship with academic performance and future-readiness of language education. Study data was obtained from a survey of learners at Majmaah University on the use of AI in EFL classes. These findings were triangulated with data from semi-structured interviews with a limited number of volunteers. Descriptive statistics were used to identify attitudinal trends, Pearson correlation test was used to trace the relationship between AI attitudes and academic achievement. Qualitative responses were thematically analyzed to draw inferences. Results indicated enhanced speaking confidence and academic performance, with EAT showing the strongest effect (B = 0.54,β = 0.43,t = 5.10,p ≤ 0.001),followed by PLE (B = 0.49,β = 0.35,t = 4.56,p ≤ 0.001), suggestive of positive contributions of AI in education in learners’ perception. However, apprehensions about over-dependence on AI, accuracy issues, and need for structured guidance were identified as the obstacles. Overall, the outcomes indicate cautious optimism among Saudi EFL learners and highlight the importance of institutional training, awareness, and clear pedagogical frameworks to ensure responsible and future-ready AI integration in English language education.

Artificial intelligence (AI) has emerged as one of the most influential technological innovations shaping contemporary educational practices. In the field of English as a Foreign Language (EFL) education, AI-powered applications—including intelligent tutoring systems, automated writing feedback tools, and conversational chatbots—offer new opportunities to enhance language learning outcomes through personalized instruction and adaptive learning environments. This study investigates the role of artificial intelligence in improving English language learning outcomes among EFL students in international schools in Riyadh, Saudi Arabia. The research adopts a mixed-methods approach involving quantitative analysis of student learning outcomes and qualitative exploration of teacher perceptions. Data were collected from 312 students and 24 English language teachers across three international schools: Al-Alson International School, Glory Generation International School, and Leadership International School. Statistical analyses included descriptive statistics, correlation analysis, regression modeling, and structural equation modeling to examine the relationships between AI usage, learner engagement, learner autonomy, and English language achievement. The results indicate that AI-supported instruction significantly enhances writing performance, vocabulary acquisition, and student engagement in English learning tasks. Learner engagement emerged as the strongest predictor of overall English achievement, highlighting the importance of interactive and student-centered learning environments. Teachers reported generally positive attitudes toward AI integration while emphasizing the need for professional training and clear institutional guidelines to ensure responsible use. The findings suggest that AI technologies can substantially improve EFL learning outcomes when integrated within pedagogically structured instructional frameworks supported by teacher guidance and institutional policy. This study contributes to the growing body of research on artificial intelligence in language education by providing empirical evidence from the international school context in Saudi Arabia.