Creative Catalyst or Cognitive Crutch? Moroccan EFL University Students’ Perceptions of AI in Guided Reading

Abstract

This paper explores the perceptions of Moroccan EFL university students regarding the adoption of AI as a cognitive partner in guided reading classes. The researcher examines whether AI tools, particularly ChatGPT, enhance or erode student’s divergent thinking skills. A qualitative methodology was employed, using semi-structured interviews, to gather in-depth insights of 60 Moroccan EFL university students who have attended guided reading classes at the Faculty of Languages, Lettres and Art in Kenitra, Morocco. Following the survey, the researcher invited voluntary students for further exploration. 08 volunteers took part in a focus group interview to discuss their perceptions and perspectives in detail. The findings of the study indicate that students' perceptions regarding AI tools were favourable in terms of Creativity and Idea Generation, and Cognitive Support and Metacognition. However, some challenges are unavoidable when employing these tools, resulting from factors like Cultural and Literary Interpretation, and Ethical Awareness and Trust. In sum, this study contributes to the growing discourse on AI in EFL higher education by highlighting how AI can function as a cognitive partner in guided reading when its use is pedagogically guided, culturally sensitive, and critically framed.