Integrating AI Tools into English Language Teaching and Learning in Palestinian Universities: Reality, Potential Benefits, and Challenges

Abstract

This study seeks to explore the integration of AI tools in English language teaching and learning at Palestinian universities. Additionally, it aims to identify how EFL instructors utilize these AI tools, the benefits they offer, and the challenges instructors encounter during their use. The study adopted the descriptive analytical methodology using a questionnaire to collect data. It was distributed to 40 EFL instructors from three Palestinian universities. The results of the study revealed that 87.5% of EFL instructors used AI tools such as ChatGPT, Duolingo, Rosetta stone, Grammarly, Google Translate, Google Classroom, Canva, Edpuzzle, Padlet, Quizizz, Kahoot, and Copilot, while 12.5% reported never using AI tools in their teaching and learning practices. Regarding the reality, potential benefits, and challenges, although some questionnaire items received high scores, the overall scores for these three domains were medium. Personalized learning and increased engagement were identified as benefits, whereas lack of technical training and ethical considerations were reported as challenges. The results also showed that there were no statistically significant differences at (α≤ 0.05) between instructors’ responses due to gender, university, or years of experience. However, in the potential benefits domain, statistically significant differences favored those with 16 or more years of experience. Some recommendations and suggestions for further research were presented.