Benefits and the Challenges of Integrating Artificial Intelligence (AI) in EFL Education at Libyan Universities from the Instructors’ Perspective

Abstract

The transformative potential of Artificial Intelligence (AI) applications in higher education has prompted extensive discussions regarding the benefits and challenges of incorporating AI into English as a Foreign Language (EFL) classroom. This study explores eight EFL instructors'  perceptions from three Libyan universities: the University of Tripoli, the University of Elmergib, and Omar Al-Mukhtar University, concerning the integration of AI in their teaching. The participants are purposefully selected based on their experience with AI in their teaching methodologies. A qualitative approach was adopted for this research, utilizing an online open-ended questionnaire to gather in-depth insights into the instructors' views on the benefits and challenges of using AI in EFL teaching. The findings showed that the participants had positive attitudes toward integrating AI into the EFL classroom. The results revealed that AI applications significantly reduce instructors’ workloads, save time, increase student motivation, assist in content generation, enhance language proficiency, and expand knowledge.  The study also identified major barriers and challenges, including the potential for overdependence on AI for language teaching, accessibility issues, concerns about content quality, and inadequate teacher training. The study recommends that educators develop a critical awareness of both the benefits and drawbacks of AI in EFL education.