The Effectiveness Of Media Students’ Use Of Artificial Intelligence Applications In Learning English At Algerian Universities

Abstract

This study aimed to explore the effectiveness and challenges of using AI applications by Media Studies students to learn English in Algerian universities, in light of the recent shift toward reinforcing this language. Despite the benefits it offers—such as supporting self-directed learning anytime and anywhere, and encouraging collaborative and interactive learning—smart learning still poses certain difficulties and challenges. These require investigation in order to propose solutions that ensure optimal use of AI in the digital age, in which a university’s global standing is determined by how well it integrates technology into its policies. The study employed a descriptive survey method for a sample of Media Studies students at Sétif 2 University, relying on an electronic questionnaire. The results revealed several findings, most notably the confirmation of AI applications’ effectiveness in learning reading, speaking, pronunciation, listening, and writing skills. However, AI mainly serves as a supporting factor—particularly for reinforcing certain advanced skills, such as conversation skills that require human interaction and communication. This underscores the need for broader, more systematic use of these applications, taking them beyond personal interest in learning English and incorporating them into academic practices, using intelligent learning systems within the educational policy of Algerian universities.