استكشاف مواقف طلاب المرحلة الجامعية في ليبيا اتجاه تطبيقات التعلم الالكتروني المبنية على الذكاء الاصنطاعي

Abstract

This study addresses the attitudes of 20 Libyan female EFL students at Al-Rifaq University in Tripoli regarding AI-driven language learning applications. The study found that the majority of participants supported using technology to improve their English skills, as evidenced by the 20-item Likert scale questionnaire. A significant number of students preferred personalized learning and the immediate feedback provided by AI. Additionally, a large percentage of them expressed the belief that AI could enhance their English speaking abilities.

However, there were significant concerns about the potential replacement of teachers by AI in the future. Despite these concerns, the majority of participants were enthusiastic about AI's potential and were willing to experiment with AI-supported applications. The study suggests that AI tools should focus on personalizing learning experiences and supporting teachers to improve educational outcomes