Exploring Teachers’ Perspectives on the Role of Artificial Intelligence in Enhancing Vocabulary Proficiency among Moroccan EFL Students

Abstract

The integration of learning and artificial intelligence has garnered growing interest recently. Drawing on EFL teachers’ perspectives, this study explores the emerging role of AI tools in vocabulary development. An explanatory sequential design of mixed methods research was utilized, comprising an online questionnaire disseminated to 97 high school and middle school teachers as well as conducting 10 follow-up interviews to gain a deeper qualitative understanding. Data obtained from the questionnaire were statistically analysed through SPSS and Excel, while thematic analysis following Braun and Clarke (2006) model was conducted for the qualitative data gathered from the interviews. Considering both types of data, the findings reveal that Moroccan teachers utilize AI as an integral part of their vocabulary instruction, notably in the process of preparing and implementing vocabulary tasks. Findings also indicate that teachers rely on AI to generate textual material and printed content such as texts and dialogues. The evidence obtained also points to the conclusion that teachers embrace AI with optimism as they show positive perspectives. In light of the results, some pedagogical implications are explored.