Redefining Algerian Middle School EFL Teachers’ Roles in the AI Era: Adaptations, Practices, and Challenges

Abstract

This study investigates the evolving roles of Algerian middle school EFL teachers in light of the growing integration of advanced artificial intelligence (AI) technologies in education. A mixed-methods approach was adopted combining questionnaires, follow-up interviews, and classroom observations to gather data from a diverse sample of English teachers varying in region, age, teaching experience, and familiarity with AI tools. The research results and findings confirm that AI is reshaping teaching roles, shifting teachers from traditional knowledge providers to moderators and guides, and highlight major challenges such as large class sizes, limited access to digital tools, and inadequate teacher training. Nevertheless, many teachers showed interest in adopting AI and reported using it in areas like lesson planning and feedback. Additionally, successful AI integration requires targeted professional development, supportive institutional policies, and improved infrastructure. Effective use of AI in Algerian EFL classrooms depends not only on the availability of technology but also on empowering teachers through sustained training and systemic support