Exploring the Challenges of AI Adoption in English- Medium Instruction Classes: A Case Study of First-Year Computer Sciences Students- University of Ain-Temouchent

Abstract

English Medium instruction is a phenomenon that has recently been applied in universities worldwide. Similarly, artificial intelligence is a prominent system that has been widely recognized in the area of education specifically in higher education. Therefore, the combination of both phenomena has witnessed considerable challenges in scientific and technical streams, particularly in the ‘mathematics and computer sciences’ field. To this end, this research work aims to investigate the different challenges encountered while integrating artificial intelligence in English-Medium Instruction contexts, as well as teachers’ and students’ attitudes towards this adoption. A triangulation of research instruments, including an online questionnaire, a structured interview, and classroom observation, was used with a sample of 44 first-year students and six teachers from the Department of Computer Science- University of Ain Temouchent. The data were analysed following a mixed- methods approach including both quantitative and qualitative approaches. The results revealed that teachers and students encountered various challenges such as grammar issues, lack of vocabulary and lack of training in English. Other important results lied in the students’ risk of dependency on AI, and the positive attitudes displayed towards artificial intelligence integration. Additionally, the present study provided a significant contribution in understanding the role and the significance of artificial intelligence within English-Medium Instruction classrooms.