Investigating EFL Students and Teachers Attitudes Toward Using ChatGPT in English Language Learning and Teaching The Case of Master Two Students and Teachers at Echahid Cheikh Larbi Tebessi University - Tebessa

Abstract

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.