Ai In Efl Classroom: Enhancing Students’ Learning Or Replacing Lecturers’ Role?

Artificial Intelligence (AI), first introduced by John McCarthy at the Dartmouth Conference in 1956, has transformed various aspects of education, including English as a Foreign Language (EFL) classrooms. AI provides learners with instant access to information, personalized learning support, and interactive educational resources that enhance teaching and learning. Therefore, this study aimed to explore the perceptions of EFL lecturers and students toward the role of AI in enhancing students’ learning and its influence on lecturers’ roles in EFL classrooms. This study employed a qualitative research design. The participants consisted of three EFL lecturers from Syiah Kuala University and three EFL students from UIN Ar-Raniry Banda Aceh, selected through purposive sampling based on their experience using AI for English language learning. Data were collected through semi-structured interviews and analyzed using interpretive qualitative analysis involving transcription, translation, coding, and thematic analysis. The findings revealed that AI positively contributes to students’ English learning by improving vocabulary, grammar, pronunciation, writing, reading comprehension, and learning autonomy. AI also encourages critical thinking when students evaluate its responses rather than accept them without reflection. Furthermore, AI supports lecturers in preparing learning materials, providing feedback, and facilitating personalized instruction. Nevertheless, both lecturers and students perceived AI as a supportive educational tool rather than a substitute for lecturers. Participants emphasized that lecturers remain essential in fostering students’ motivation, ethical awareness, emotional support, critical reflection, and meaningful classroom interaction. In conclusion, AI should be integrated as a complementary technology that enhances EFL teaching and learning while preserving the indispensable roles of lecturers in higher education.