Résumé:
The present work explores the use of ChatGPT in the new teaching era. Intelligent chatbots have
drawn the interest of language instructors thanks to their ability to communicate with learners in
their target language instantaneously and realistically. This Artificial Intelligence (AI) system’s
ability to produce human like content might either strengthen or weaken language skills, and
could pose potential benefits and challenges to language skills. However, the adoption of
ChatGPT in educational approaches raises significant ethical concerns regarding its use. This
study aims to discover the application of ChatGPT in foreign language teaching and learning,
specifically focusing on writing proficiency, and academic research skills. Furthermore, the
current study is based on the hypothesis that ChatGPT enhances the teaching and learning
experiences. The study adopts an exploratory approach, which is conducted through the
quantitative method by using two questionnaires as a data collection tool: one was administered
to Master One students (N=60), and the second one to Master One teachers’ questionnaire
(N=12) at the department of English, 8 May 1945 university-Guelma. The results obtained from
this tool confirm the research hypothesis that, students perceive ChatGPT as an effective learning
tool and are aware of the associated ethical concerns. However, educators remain uncertain about
the long-term effects of this AI model on student creativity and over-reliance. Therefore, it is
recommended that educational institutions develop comprehensive policies and guidelines for
the responsible integration of ChatGPT and other AI tools in language learning. This should
include providing training and support for educators to effectively leverage these technologies
while mitigating potential risks and promoting ethical practices among students.
