Résumé:
This dissertation investigates Master 2 students' and teachers' attitudes toward the use of
ChatGPT in EFL education at Echahid Cheikh Larbi Tébessi University. Given that it covers
both positive and negative aspects, this study focuses on this technology’s perceived
pedagogical value, application in language learning and teaching, as well as restrictions and
major problems faced. The Technology Acceptance Model (TAM) was suggested as a
framework to examine the perceived ease of use and usefulness of ChatGPT, offering insight
into how students and teachers respond to its integration in the EFL context. The study
follows a descriptive-exploratory approach, employing a survey design and collecting data
via two mixed-format questionnaires. The work targets a population of 57 Master Two
students and 13 teachers, selected through census sampling. Findings indicate mixed
attitudes, with students typically having a more positive impression praising its flexibility,
feedback, and potential to support self-directed learning yet they also show awareness of
challenges related to over-reliance and the reliability of information. Teachers, on the other
hand, showed more skepticism; while recognizing the tool's potential and personalized
assistance, they also shared concerns with students and further emphasized issues like
academic integrity and ethical risks, along with the necessity for extensive training to
incorporate AI tools efficiently. The research emphasizes the need for guided applications
and institutional policy implementation to address its limitations. The study adds valuable
knowledge regarding the evolving role of AI technology in EFL education, along with
practical suggestions for implications that combine innovation with pedagogic responsibility.
