Maximizing Students’ Survival Skills through Artificial Intelligence: Case study of EFL Students in Khenchela Secondary School

Resumen

This study’s main aim is to investigate the pedagogical impact of artificial intelligence, with a particular focus on ChatGPT, on strengthening essential survival skills among English as a Foreign Language (EFL) secondary school learners at Arab Messoud Secondary School in Khenchela, Algeria. In light of the rapid digital shift in global education, AI has emerged as a transformative force capable of reshaping instructional practices and supporting the development of critical 21st-century competencies. Despite its growing relevance, limited empirical research has examined teachers’ perceptions of AI and its practical contribution to enhancing core soft skills such as communication, creativity, digital fluency, critical thinking, and problem-solving within EFL environments. Grounded in constructivist learning principles, and deliberate practice theory, this study implemented a quantitative experimental design involving 120 students divided into two groups. Over an eight-week period, the experimental group engaged in guided and purposeful ChatGPT-based activities, while the control group followed conventional instruction. Additionally, Z-test analyses showed statistically significant gains across all targeted soft skills for the experimental group, highlighting the effectiveness of AI-mediated instruction in fostering survival competencies crucial for academic progression and real-world adaptability. These findings align with recent scholarship demonstrating AI’s potential to personalize learning and enhance learner autonomy. Accordingly, the study emphasizes the necessity of teacher training and institutional support for successful AI integration and recommends embedding AI tools within EFL curricula to better prepare students for an AI-driven educational landscape. Future research is encouraged to examine long-term outcomes and replicate the design across varied socio-educational contexts.