Navigating AI-Mediated English Learning: Algerian EFL Students’ Perceptions and Experiences with ChatGPT

Soumia Haddaoui

doi:10.34118/jskp.v6i2.4630

Soumia Haddaoui https://orcid.org/0000-0003-0569-1122

DOI: https://doi.org/10.34118/jskp.v6i2.4630

Abstract

This study explores the integration of ChatGPT, an AI-powered conversational agent, in English as a Foreign Language (EFL) learning among Algerian university students. Adopting a mixed-methods approach, the study collected quantitative data from a survey of ninety five (95) Master One students at the department of English Setif 2 University, and qualitative data through focus group discussions with twelve (12) participants. The findings indicate that ChatGPT is frequently used for grammar correction, writing practice, and vocabulary enhancement, with users reporting moderate to high perceived improvements, particularly in writing fluency and grammatical accuracy. However, the tool was found to be less effective in supporting speaking and reading development. While learners expressed enthusiasm for ChatGPT’s immediacy and accessibility, concerns emerged regarding overreliance on AI-generated feedback and the tool’s limited cultural relevance. Thematic analysis revealed additional insights into learner autonomy, engagement, and the indispensable role of teacher feedback. Grounded in Constructivist and Sociocultural Theory, the study concludes that ChatGPT may serve as a valuable supplement to EFL instruction, provided it is integrated thoughtfully within a balanced, context-sensitive pedagogical framework. The findings may have implications for language teaching practices, curriculum design, and future AI development in culturally diverse educational settings.

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