SETTING THE BOUNDARIES BETWEEN AUTOMATED AND HUMAN-CREATED TEXTS IN EFL TEACHING AND LEARNING IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

The rise of artificial intelligence (AI) technology raises crucial questions in the field of teaching and learning English as a foreign language. This study aims to show the impact of AI use on the development of EFL learners’ writing skills. This mixed-method based research was a field research. 20 EFL teachers, 200 EFL learners and 02 AI experts were embarked on the project. The research instruments deployed were questionnaires for teachers and learners, and a semi-structured interview with AI experts during experimental workshops where participants used AI tools to create literary texts. The results show that AI tools such as ChatGPT, Grammarly, Slick Write, and Ginger are primarily perceived as facilitative tools for writing and correcting effectively, contributing to the improvement of EFL learners' grammatical and lexical skills. However, these technologies raise concerns about a possible reduction in creativity and an increased dependence on automated tools. The analysis of AI-generated texts revealed that, while technically correct, they often lacked emotional depth and nuance compared to humanproduced works. In fact, though AI offers significant advantages for teaching and learning English as a foreign language, particularly in terms of accuracy and efficiency, it is essential to preserve the creative dimension of writing. To face these challenges, AI tools should be integrated in a way that complements traditional teaching methods, thus fostering a balanced approach that values both linguistic skills and the literary creativity of EFL learners. Further research could explore long-term impacts, broadening the scope of AI tools, and developing strategies for balanced integration to optimize language learning outcomes.