Views: 3,002
Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence 2025 Pp.96-111
Department of English Studies, Sidi Mohamed Ben Abdellah University, Fes, Morocco
Department of English Studies, Sidi Mohamed Ben Abdellah University, Fes, Morocco
Department of English Studies, Sidi Mohamed Ben Abdellah University, Fes, Morocco
The present article explores the evolving role of teachers in English Language Teaching in light of the increasing integration of artificial intelligence technologies in educational settings. The study aims to examine Moroccan high school teachers’ perceptions of artificial intelligence as either a collaborative tool that enhances teaching or a replacement that can take over the role of educators. This research is significant as it contributes to the ongoing discourse on the intersection of technology and pedagogy, particularly in quality education. The main research question investigates how teachers perceive the impact of artificial intelligence on their profession and instructional practices. The study employs a quantitative approach, utilizing an online questionnaire to collect data from Moroccan high school teachers. The study analyzed collected responses to identify dominant perspectives on artificial intelligence’s benefits, challenges, and implications in English language instruction. The findings reveal that while artificial intelligence offers numerous advantages, it cannot replace the human qualities essential to teaching. Most respondents believe in a partnership in which artificial intelligence complements teachers’ efforts and enhances the teaching and learning process
Lehfid, A.,Boualili, E., & El Bakkali, A. (2025). Between Transformation and Preservation: Moroccan High School Teachers’ Perceptions of Artificial Intelligence’s Impact on English Teaching Quality. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence: 96-111
Aljuaid, H. (2024). The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review. Arab World English Journal, 26-55. https://dx.doi.org/10.24093/awej/ChatGPT.2
Baker, T. and Smith, L. (2019) Educ-AI-Tion Rebooted? Exploring the Future of Artificial Intelligence in Schools and Colleges. https://www.nesta.org.uk/report/education-rebooted/
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
El Ghazali, A., & Benbrahim, L. (2024). Integration of E-Learning Platforms in Moroccan Higher Education: Assessing the Technological Leap and Addressing the Digital Divide Among Urban and Rural Students. Research and Advances in Education, 3(5), 12-22. https://doi.org/10.56397/RAE.2024.05.02
Fitria, T. N. (2021, December). Artificial intelligence (AI) in education: Using AI tools for teaching and learning process. In Prosiding Seminar Nasional & Call for Paper STIE AAS (Vol. 4, No. 1, pp. 134-147).
Fitria, T. N. (2023). The Use of Artificial Intelligence in Education (AIED): Can AI Replace The Teacher’s role? EPIGRAM (e-Journal), 20(2), 165-187. https://doi.org/10.32722/epi.v20i2.5711
Gulnaz, F., Mandouh, S. H., Ahmad, A. An Exploration of the Demotivational Factors Affecting Teaching Learning of English as a Foreign Language of PYP Students in Gulf Countries. PEOPLE: International Journal of Social Sciences, 2(1), 17-32. http://dx.doi.org/10.20319/pijss.2016.21.17.32
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the
opportunities through ChatGPT Tool towards ameliorating the education system.
BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100-115.
Jian, M.J.K.O. (2023). Personalized learning through AI. Advances in Engineering Innovation, 5, 16-19. https://doi.org/10.54254/2977-3903/5/2023039
Joshi, M.A. (2024). Adaptive Learning through Artificial Intelligence. International Journal on Integrated Education, 7(2), 41-43. http://dx.doi.org/10.2139/ssrn.4514887
Mohamed, Y. A., Khanan, A., Bashir, M., Mohamed, A. H. H., Adiel, M. A., & Elsadig, M. A. (2024). The impact of artificial intelligence on language translation: a review. Ieee Access, 12, 25553-25579. http://dx.doi.org/10.1109/ACCESS.2024.3366802
Parmaxi, A. (2020). Virtual reality in language learning: a systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Paul, S. A. V. (Sn.) and Paul, S.A.V. (Jr.). (2024). Strategies, Tactics, and Techniques to Mitigate Against AI in Tertiary Education: Preserving Academic Integrity and Credibility. Integrated Journal for Research in Arts and Humanities, 4(2), 133-135. https://doi.org/10.55544/ijrah.4.3.26
Rukiati, E., Wicaksono, J. A., Taufan, G. T., & Suharsono, D. D. (2023). AI on learning English: Application, benefit, and threat. Journal of Language, Communication, and Tourism, 1(2), 32-40. https://doi.org/10.25047/jlct.v1i2.3967
Sharma, R. (2024). Teacher Training and Professional Development with Utilisation of AI. Paripex Indian Journal of Research, 13(6), 6-8. https://doi.org/10.36106/paripex
Sozon, M., Alkharabsheh, O. H. M., Fong, P. W., & Chuan, S. B. (2024). Cheating and plagiarism in higher education institutions (HEIs): A literature review. F1000Research, 13, 788. https://doi.org/10.12688/f1000research.147140.2
Syahrin, S. and Akmal, N. (2024). Navigating the Artificial Intelligence Frontier: Perceptions of Instructors, Students, and Administrative Staff on the Role of Artificial Intelligence in Education in the Sultanate of Oman. Arab World English Journal, 73-89. https://dx.doi.org/10.24093/awej/ChatGPT.4
Thimmanna, A. V. N. S., Naik, M. S., Radhakrishnan, S., & Sharma, A. (2024). Personalized
Learning Paths: Adapting Education with AI-Driven Curriculum. European Economic
Letters (EEL), 14(1), 31-40.
Yeo, M. A. (2023). Academic integrity in the age of Artificial Intelligence (AI) authoring apps. Tesol Journal, 14(3), e716. https://doi.org/10.1002/tesj.716
Ahmed LEHFID is a doctoral student currently pursuing a PhD that focuses on the intersection of gender and education. In addition to his academic endeavors, he is a high school teacher at the Ministry of Education, Preschool and Sports. Along with participating in several conferences, he has authored several articles that contribute to the field of gender studies.
ORCID: https://orcid.org/0009-0006-9834-9375
Elhoucine BOUALILI is a PhD student at the “Cultures, Représentations, Education, Didactique & Ingénierie de Formation” research lab, Dhar El Mehraz, Fez, focusing on youth political participation via digital media. He holds an M.A. in Women’s and Gender Studies and is currently an ELT supervisor at Morocco’s Ministry of Education.
ORCID: https://orcid.org/0009-0006-7620-7309
Abdelaaziz El BAKKALI is an associate professor of language and cultural studies at the faculty of letters Dhar Mehraz, Sidi Mohamed Ben Abdellah University – Fez. He is a Fulbright Alumni of the US Department of State-sponsored scholarship and a visiting scholar to the University of Delaware, USA, where he led many research projects.
ORCID: https://orcid.org/0000-0002-0010-9802