Charting the Future of Education in Algeria: The Changing Roles of the Teachers of English in an Artificial Intelligence-Assisted

Education at University Landscape

Abstract

The current paper discusses the nascent change of paradigm in the field of teaching English as a Foreign Language (EFL) at the Algerian university level. The integration of artificial intelligence AI-powered tools in the language teaching field underpins the compelling pedagogical revolution aimed at rejuvenating the English language teaching and learning environment. The focus of this investigation is on the Algerian linguistic and educational context where English is perceived as a foreign language. This paper endeavors to examine the innovative pedagogical affiliations introduced by the digital tools and software adopted by Algerian university EFL teachers to enhance and systematize their professional specializations. It seeks to explore how these technological resources contribute to reshaping teaching practices, facilitating instructional delivery, and supporting both teachers’ professional development and students’ language acquisition. Furthermore, the study aims to review and synthesize the related literature in order to situate these practices within broader theoretical and empirical frameworks, highlighting current trends, challenges, and opportunities in technology-integrated EFL instruction. It delves into the dynamic realm where Artificial Intelligence (AI) intersects with the English Language teaching and learning. The objective of the present paper is to look into how artificial intelligence (AI) can be used to improve the learning and teaching process and to explore the functions of the EFL teachers’ growing participatory setup in the era of implementation. It consists also of an exploration of varied teaching and cooperation scenarios in the context, highlighting the interactive collaborative educational new roles that are undertaken by the EFL teachers in this renewed setting.