Teachers’ awareness and integration of Artificial Intelligence Technology in Ethiopian Higher Education: The case of English as a Foreign Language (EFL) classes at Ambo University

Abstract

This study examines the awareness and integration of Artificial Intelligence (AI) technology among English as a Foreign Language (EFL) teachers at Ambo University, highlighting its significant impact on English language instruction and general education through tasks such as grading, lesson planning, and progress tracking. Utilizing a descriptive survey research design, the research involved 20 English teachers, employing questionnaires and interviews for data collection. Quantitative data were analyzed using SPSS version 23, while qualitative data were assessed narratively. Findings revealed that the teachers were largely unaware of many advanced AI tools, such as AlphaCode, YouChat, and DALL-E, with some familiarity with ChatGPT and GrammarlyGo. Despite their interest in learning how to incorporate AI into their teaching, teachers expressed a lack of confidence and reported insufficient access to training and resources needed for effective integration. Moreover, they unanimously agreed on the potential of AI technology to enhance the quality of English language instruc-tion. To foster an interactive and student-centered teaching approach, it is essential for higher education institutions in Ethiopia, particularly Ambo University, to establish plat-forms for AI integration and provide relevant training for faculty.