Between Assistance And Abuse: Exploring The Ethical Use Of Chatgpt In Algerian Efl Context

Résumé: The widespread adoption of generative AI tools such as ChatGPT has introduced new possibilities—and challenges—for academic writing in English as a Foreign Language (EFL) contexts. This study investigates how Algerian EFL students engage with ChatGPT as a writing aid, focusing on their motivations, perceived benefits, and ethical concerns. Drawing on data from a student questionnaire, the findings reveal a nuanced landscape: while many students report using ChatGPT to enhance vocabulary, organize ideas, and overcome language barriers, a significant portion remain uncertain about its ethical boundaries. Notably, 16.9% neither agreed nor disagreed that submitting unacknowledged AI-generated content constitutes plagiarism. Academic pressure and low proficiency emerged as primary factors influencing ethically questionable use. These results highlight a growing need for pedagogical guidance and institutional clarity. The study calls for the integration of AI literacy and academic integrity training into EFL curricula to ensure that technological assistance complements rather than compromises educational values.

Publié dans la revue: مجلة البحوث القانونية و الاقتصادية