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<p>AI-generative tools, such as ChatGPT, are argued to hold the potential to contribute to creative thinking in education broadly and second language education specifically. Nonetheless, existing literature underscores a critical requirement to elucidate the specific nature of this contribution among English as a Foreign Language (EFL) undergraduates utilizing ChatGPT. Therefore, the study aims to explore students’ perspectives on how AI can contribute to creativity in an EFL learning context. The descriptive-survey method was used to achieve this objective. A convenient sample of (546) students responded to a perceptually closed-item questionnaire on how AI-generative tools contribute to creativity in the EFL context from university students’ points of view. Also, a purposive sample sat for an online semi-structured interview to elicit information on the best practices to utilizing generative AI in nurturing creativity in learning English. The study revealed that ChatGPT uniquely contributes to enhancing creativity in EFL education. Students recognized the potential of these tools for conversation practice, idea generation, feedback on writing, vocabulary building, and collaborative learning. However, concerns were raised about over-reliance on AI, critical thinking, accuracy, and intellectual property. Differences in students’ perceptions based on gender, specialization, and academic year were also noted, indicating varying levels of comfort and engagement with AI tools. This research demonstrates how AI can be strategically integrated to foster creativity while addressing critical challenges such as the balance between human and AI-generated input, the need for training on ethical AI use, and the importance of mitigating biases in AI-generated content. The findings suggest that promoting responsible and creative use of AI in EFL education—through comprehensive training, continuous monitoring, and collaboration among educators—can enhance learning outcomes, support innovation, and uphold academic integrity. This study offers new insights into how AI tools can effectively enrich the EFL learning experience while ensuring students remain active, critical participants in their learning process.</p>

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Do AI-generative tools kill or nurture creativity in EFL teaching and learning?

  • 期刊论文

  • 发表日期：

    2025年2月6日

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  • Ali Abbas Falah Alzubi,
  • Mohd Nazim,
  • Naji Alyami

摘要

AI-generative tools, such as ChatGPT, are argued to hold the potential to contribute to creative thinking in education broadly and second language education specifically. Nonetheless, existing literature underscores a critical requirement to elucidate the specific nature of this contribution among English as a Foreign Language (EFL) undergraduates utilizing ChatGPT. Therefore, the study aims to explore students’ perspectives on how AI can contribute to creativity in an EFL learning context. The descriptive-survey method was used to achieve this objective. A convenient sample of (546) students responded to a perceptually closed-item questionnaire on how AI-generative tools contribute to creativity in the EFL context from university students’ points of view. Also, a purposive sample sat for an online semi-structured interview to elicit information on the best practices to utilizing generative AI in nurturing creativity in learning English. The study revealed that ChatGPT uniquely contributes to enhancing creativity in EFL education. Students recognized the potential of these tools for conversation practice, idea generation, feedback on writing, vocabulary building, and collaborative learning. However, concerns were raised about over-reliance on AI, critical thinking, accuracy, and intellectual property. Differences in students’ perceptions based on gender, specialization, and academic year were also noted, indicating varying levels of comfort and engagement with AI tools. This research demonstrates how AI can be strategically integrated to foster creativity while addressing critical challenges such as the balance between human and AI-generated input, the need for training on ethical AI use, and the importance of mitigating biases in AI-generated content. The findings suggest that promoting responsible and creative use of AI in EFL education—through comprehensive training, continuous monitoring, and collaboration among educators—can enhance learning outcomes, support innovation, and uphold academic integrity. This study offers new insights into how AI tools can effectively enrich the EFL learning experience while ensuring students remain active, critical participants in their learning process.