The paper "Exploring EFL Teachers' Perceptions of Students’ Use of ChatGPT: Case of English Department at Ibn Khaldoun University of Tiaret, Algeria" by Ahmed Mehdaoui and Abdelhamid Bessaid investigates the attitudes of Algerian English as a Foreign Language (EFL) teachers towards their students' use of ChatGPT for learning English. Conducted through structured interviews with eight EFL teachers at Ibn Khaldoun University of Tiaret, the study reveals a predominantly cautious stance among educators. While some teachers acknowledge the potential benefits of ChatGPT, such as facilitating quick information gathering and aiding in vocabulary acquisition, many express concerns that its use may lead to academic dishonesty, hinder the development of critical thinking skills, and reduce students' genuine language proficiency. Additionally, there is a notable generational divide, with newer teachers being more open to integrating AI tools into the curriculum, whereas others remain skeptical or opposed due to a lack of familiarity and fear of negative impacts on educational integrity.
The findings highlight the need for a balanced approach in incorporating AI technologies like ChatGPT into the EFL curriculum. Teachers who support integration emphasize the importance of implementing anti-plagiarism measures, providing adequate training, and educating students on responsible usage to mitigate potential drawbacks. Conversely, those who are opposed or uncertain call for further research and professional development to better understand and harness the benefits of such tools. The study underscores the importance of addressing ethical concerns and ensuring that AI integration complements rather than undermines traditional teaching methods. Ultimately, the authors advocate for policies that promote multilingualism and diversity, suggesting that with proper guidance and regulation, ChatGPT can be effectively utilized to enhance language learning while preserving academic integrity and fostering critical skills among students.