The Role of Artificial Intelligence (AI) in EFL Classes at Faculty of Education, Elmergib University: Teachers’ and Students’ Perspectives
DOI:
https://doi.org/10.37375/aj.v18i2.4312Keywords:
Artificial Intelligence (AI), Writing Skill, Students and Teachers Perspectives, EFL, LibyaAbstract
This qualitative descriptive study investigates the pedagogical role of integrating and utilizing Artificial Intelligence (AI) into English as a Foreign Language (EFL) writing instruction within the resource-constrained Libyan higher education context. Utilizing semi-structured interviews analyzed via NVivo 12, data were collected from 11 EFL instructors and 16 senior undergraduate students at a Faculty of Education. The findings revealed a stark pedagogical paradox. For students, AI tools (e.g., ChatGPT) serve as vital socio-economic and academic equalizers that optimize operational efficiency, lower language anxiety, and accelerate writing outputs. However, this convenience induces behavioral dependency and “metacognition laziness,” leading to performance collapses in invigilated, technology-free environments. Conversely, instructors praised AI as an efficient labor-saving companion for lesson planning and material differentiation, yet they reported a severe institutional vacuum. Lacking formal training, educators faced an “assessment crisis,” forcing them to shift roles from instructional mentors to “AI detectives” to combat plagiarism. Ultimately, the study underscores that while AI offers powerful scaffolding for EFL writing, its unguided implementation threatens independent language acquisition and valid student evaluation.
References
Alangari, T. S. (2025). The Effect of AI-Assisted Learning on EFL Writing Proficiency: Quasi-Experimental and Cluster Analysis. Educational Process: International
Algaraady, J., & Mahyoob, M. (2023). ChatGPT as a self-directed learning tool for EFL writing: Benefits and limitations. International Journal of English Language and Linguistics Research, 11(4), 45–56.
Aljuaid, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 26–55. https://doi.org/10.24093/awej/ChatGPT.2
Almashrgy, A. A., & Alburki, H. F. (2024). TEACHERS’PERCEPTIONS ON THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ENGLISH LANGUAGE LEARNING IN LIBYAN EFL CLASSROOMS. Malaysian Journal of Industrial Technology, 8(4), 28-44.
Barrot, J. S. (2023). Using ChatGPT for academic writing: A pitfall or a panacea? Commentary. Journal of Computer Assisted Learning, 39(5), 1373–1375. https://doi.org/10.1111/jcal.12850
Darwin, R., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), Article 2290342. https://doi.org/10.1080/2331186X.2023.2290342
Eragamreddy, D. (2024). The impact of AI in creating writing skills in English language learners. International Journal, 3(12).
Hmouma, M. (2025). Exploring Libyan EFL undergraduates’ attitudes towards AI-driven English learning applications. University of Zawia Journal of Educational and Psychological Sciences, 13(2).
Journal, 17, e2025345. https://doi.org/10.22521/edupij.2025.17.345
Msimeer, A. M. (2024). Exploring EFL Libyan Students' Use of AI ChatGPT in English Language Learning. مجلة الجبل للعلوم الإنسانية والتطبيقية, 236-248.
Mun, C.-Y. (2024). EFL learners’ English writing feedback and their perception of using ChatGPT. STEM Journal, 25(2), 26–39. https://doi.org/10.16875/stem.2024.25.2.26
Nguyen, A., Ngo, H. N., Hong, Y., & Nguyen, B. P. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical Care, 27, Article 75. https://doi.org/10.1186/s13054-023-04380-2
Shahbazi, Z., Mohammadkarimi, E., Yousefiazar, S., & Othman, K. (2025). The role of artificial intelligence in transforming the writing process: Benefits, limitations, and future opportunities. Journal of Digital Educational Technology, 5(2), ep2516. https://doi.org/10.30935/jdet/17480
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Tajik, A. (2026). Exploring the role of AI-driven dynamic writing platforms in improving EFL learners' writing skills and fostering their motivation. Research Square. https://doi.org/10.21203/rs.3.rs-5896244/v1
Tran, T. T. T. (2025). Enhancing EFL writing revision practices: The impact of AI- and teacher-generated feedback and their sequences. Education Sciences, 15(2), Article 232. https://doi.org/10.3390/educsci15020232
Wang, T. (2024). Artificial intelligence in second language writing: Examining the boundaries of creativity and personal voice. Foreign Language Teaching Research, 56(2), 112–125.
Yan, D. (2023). Impact of large language models on EFL learners' academic integrity and writing accuracy. Journal of Digital Learning in Teacher Education, 39(3), 184– 198.
Yang, K., Raković, M., Liang, Z., Yan, L., Zeng, Z., Fan, Y., Gašević, D., & Chen, G. (2025). Modifying AI, enhancing essays: How active engagement with generative AI boosts writing quality. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 568-578). ACM. https://doi.org/10.1145/3706468.3706544
