EMI TEACHERS AND AI: A TAM PERSPECTIVE
DOI:
https://doi.org/10.46991/AFA/2026.SI-2.84Keywords:
English Medium Instruction (EMI), AI, Technology Acceptance Model (TAM), Teacher perception, Higher education (Algeria)Abstract
This study aims to investigate and analyze the perceptions and the attitudes of English as a Medium of Instruction (EMI) teachers regarding the integration of AI technologies. In the context of language teaching, AI has gained increased attention among researchers; yet, the perspectives of teachers, who play an indispensable role in implementing and utilizing such technologies, remain underexplored. As such, the research aims to understand how these innovative tools are perceived and whether they help bridge existing language gaps or, conversely, deepen them in EMI settings. To this end, using the Technology Acceptance Model (TAM) and a structured Likert‑scale questionnaire administered to 31 EMI teachers at M'sila University, this paper seeks to investigate EMI teachers’ acceptance of these AI tools, their perceived usefulness and ease of use, and the skills required for effective integration. Results indicate strong perceived usefulness (PU) and a highly favorable attitude toward use (ATT; M = 4.62, SD = 0.61), whereas perceived ease of use (PEU) is comparatively moderate. Despite positive PU and ATT, results further show that actual use (AU) remains modest (M = 2.20, SD = 1.12), suggesting a gap between favorable perceptions and pedagogical adoption. The findings corroborate prior studies reporting a gap between favorable perceptions and sustained classroom implementation, and offer insights into the growing literature on the conditions required to translate positive attitudes toward AI into actual use in EMI classrooms.
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