Biography
Kheira BELMOKHTAR is a PHD researcher in English Language Studies at Relizane University, Algeria. She is specialized in Language of Specialty, Culture, and Enterprise. She is Currently conducting research on the role of English as a Catalyst for entrepreneurial growth, with a particular focus on its impact on the development, expansion, and success of startups in Algeria. Her doctoral research explores the intersection of Business English, Entrepreneurship, Digital Marketing communication, and emerging technologies in the entrepreneurial ecosystem. She holds a strong interest in English for Specific Purposes, Business English Education, and the ways linguistic competencies contribute to innovation and business performance. Her research also examines the integration of artificial intelligence and digital tools in improving entrepreneurial communication, mainly the quality of marketing language content. In addition to her research activities, she is actively involved in English Language teaching at both secondary and university levels. Through her academic work, she aims to contribute to a better understanding of the relationship between language, entrepreneurship, and economic development in the Algerian context.
Conference contributions 1
STUDENTS' ATTITUDES TOWARD USING ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE LEARNING:
A focus on Algerian EFL students at Mostaganem university.
Artificial Intelligence (AI) has inevitably become an essential criterion in English language learning, offering a myriad of tools that support students in developing their language skills. These tools, such as grammar checkers, translation systems, writing assistants, and vocabulary applications, are increasingly used by English as a Foreign Language (EFL) learners to enhance their academic performance. Although AI has become increasingly embedded in educational settings, limited research has examined how Algerian EFL students use these tools and perceive their effectiveness. This study investigates Algerian EFL students' attitudes towards the integration of AI in English language learning at Mostaganem university. Specifically, it explores the frequency of AI use, the language skills students seek to improve via AI tools, and their level of trust in AI-generated academic content. This study draws on a quantitative descriptive approach, using an online questionnaire administered to Licence and Master students in the English Department. The findings reveal a generally positive attitude toward the integration of AI in English language learning. AI tools are primarily utilized to support writing, grammar correction, translation, and vocabulary acquisition, reflecting their growing role in students' academic practices. Learners acknowledge the usefulness of AI in enhancing language performance and facilitating learning processes. Nevertheless, trust in AI-generated content is not unconditional; concerns regarding reliability, accuracy, and excessive dependence on technology continue to shape students' perceptions. The study contributes to the growing body of research on AI in EFL education by providing insights into the experiences of Algerian university students and offering recommendations for the effective and responsible use of AI technologies in higher education.