The Role of Artificial Intelligence in Enhancing ESP Teaching and Learning for Global Competitiveness. Case study: 2nd Year Students at The Higher School of Computer Engineering, Sidi Bel Abbes

Abstract

Having witnessed the profound proliferation of technology in the contemporary era, and the pivotal role AI particularly plays in education, it would be of great importance to delve into the implications it could have on both teachers and ESP learners. Thus, the present paper delineates the function of Artificial Intelligence (AI) in ESP teaching and learning, with a focus on second-year students at the Computer Engineering Department. The core questions of the research pivot upon how AI is currently integrated into ESP teaching; teachers' and students' perceptions toward AI tools; and whether it contributes to students' language performance and readiness for the professional domain. The paramount objective is to measure students' attitudes regarding AI usage in class, its merits and demerits, and then evaluate its contribution to learners' language development and holistic preparedness. Hence, to realize our preordained objective, the major methodology employed is the quantitative method, whereby a students' questionnaire is used. Preliminary findings suggest that while students routinely leverage AI tools such as grammar checkers, translators, and generative writing assistants, their formal integration into classroom instruction is notably restricted. Both students and teachers apprehend the efficacy of AI to ameliorate writing accuracy, vocabulary acquisition, and learner autonomy. However, worries were voiced concerning excessive dependence, a dearth of critical thinking, and inadequate institutional backing.