Résumé:
This study explores EFL teachers' perceptions of the effectiveness of Artificial Intelligence (AI) tools in designing teaching materials for undergraduate English instruction at the University of Mohammed Seddik Ben Yahia, Jijel. It examines whether these tools support the creation of coherent, culturally appropriate, and instructionally aligned materials. The study also investigates the challenges teachers face when using AI and how they modify AI-generated content to meet their teaching goals and learner expectations. A qualitative research design was used, based on a constructivist and subjectivist perspective. Data were collected through semi-structured interviews with ten purposively selected EFL teachers experienced in material development. Thematic analysis revealed that teachers appreciated the efficiency and flexibility of various AI tools, especially in saving time and generating initial ideas.
However, concerns were raised about content quality, cultural misalignment, and the need for teacher intervention to ensure relevance and clarity. Teachers described how they adapted AI-generated content by simplifying language, selecting only relevant parts, and revising outputs by replacing culturally inappropriate references or adding familiar local examples to match students' levels and cultural context. They emphasized their continued role as active editors,showing that AI is viewed as a support tool rather than a replacement for professional judgment in EFL instruction. The findings suggest that successful integration of AI requires ongoing training and institutional support to help teachers use these tools effectively and responsibly.
