Biography
Bayane Guellal is a PhD student in Language Pedagogy at Mohamed Lamine Debaghine University, Setif 2, of Algeria, and an experienced EFL teacher. She currently is a teacher at the English Language Department of the same university, delivering courses and workshops in Academic and Creative Writing. Moreover, she teaches has a strong background in ESP, IELTS preparation, and academic proofreading. Her masters’ research explored AI-based tools in language education, with a focus on Cambridge’s Speak & Improve. Currently, her research revolves around teacher trainings and professional development in EMI settings. She is passionate about education, language pedagogy, and the integration of innovative technologies in the classroom.
Conference contributions 1
TEACHERS' ATTITUDES TOWARD AI IN EMI:
Descriptive findings from a pilot survey in an Algerian STEM context
The use of Artificial intelligence (AI) has recently predominated different dimensions of higher education. In the context of English-medium instruction (EMI) specifically, both students and teachers seek AI to maneuver content and language simultaneously, especially in STEM settings that require both mastery of technical terminology and explanatory precision. Yet, research on how STEM faculty perceive AI tools in their teaching remains almost scarce in Algeria and the MENA region. Thereto, this study reports descriptive findings from 30 faculty members at Ferhat Abbas University's Faculty of Technological Sciences, who are all teaching technical courses in English, using the TAAI-EMI questionnaire developed and validated for EMI contexts in non-Anglophone settings. The study examined five dimensions of attitudes toward AI in EMI: perceived usefulness, perceived ease of use, behavioral intention, self-efficacy, and anxiety. The questionnaire included 29 Likert-scale items rated from 1 to 5. Consequently, the results revealed the following: perceived ease of use (M = 4.04, SD = 0.86) > behavioral intention (M = 3.93, SD = 0.79) > perceived usefulness (M = 3.58, SD = 0.90) > self-efficacy (M = 3.38, SD = 0.93) > anxiety (M = 2.70, SD = 0.82). Moreover, item-level results suggest that respondents perceived AI as relatively easy to use and expressed relatively positive intentions to continue using it, while their judgments of usefulness and especially their confidence in using it effectively for EMI were more moderate. Anxiety was comparatively lower overall, but concerns pertaining to privacy, security and concerns AI translation accuracy for technical EMI terminology remained notable. Because the study used a small convenience sample (N = 30), the findings are descriptive and exploratory and should not be generalized to all Algerian university teachers or all STEM/EMI teachers. Nevertheless, the study suggests that teacher support should move beyond basic tool introduction and more toward AI literacy, EMI-specific pedagogical integration, confidence-building, accuracy checking, and responsible use.