Teacher Perceptions of AI-Assisted Language Learning in Moroccan EFL Contexts

Abstract

The rapid development of Artificial Intelligence (AI) has introduced significant opportunities and challenges for English language education, transforming traditional teaching practices and creating new possibilities for learner support and instructional innovation. Despite the increasing adoption of AI-assisted language learning tools, limited research has explored how Moroccan English as a Foreign Language (EFL) teachers perceive their pedagogical value and implications for classroom practice. This study investigates Moroccan EFL teachers’ perceptions of AI-assisted language learning, focusing on its perceived opportunities, challenges, and future implications for English language education. The study adopts a qualitative exploratory design involving ten Moroccan EFL teachers and teacher trainees selected through purposive sampling. Data were collected using an online semi-structured questionnaire comprising open-ended questions and were analyzed through Reflexive Thematic Analysis following Braun and Clarke’s (2006, 2019) framework. The findings reveal that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers. However, participants also expressed concerns regarding overreliance on AI-generated content, academic integrity, misinformation, privacy, and ethical issues. Furthermore, the study highlights the growing importance of AI literacy, effective prompting, and critical evaluation skills as essential competencies for language teachers in AI-enhanced educational environments. By providing qualitative evidence from the Moroccan EFL context, this study contributes to the emerging literature on AI-assisted language learning and offers practical implications for teacher education, professional development, and educational policy. The findings underscore the need for responsible and pedagogically informed integration of AI technologies while reaffirming the indispensable role of teachers in fostering meaningful and human-centered language learning experiences.