This research investigates how Arab English as a Foreign Language (EFL) teachers in Israel's Haifa District perceive the integration of writing assistanceArtificial Intelligence (AI) tools in their classrooms, particularly examining their views on how these tools influence high school students' writing skills and creative thinking. Using a mixed-methods approach, the study collected data from a structured questionnaire administered to 92 secondary school English teachers and conducted semi-structured interviews with 15 of these teachers. The findings reveal a positive and sometimes contradictory set of attitudes among teachers. While teachers recognize the benefits of tools like Grammarly for improving the mechanical aspects of writing, including grammar, spelling, and sentence structure, they express significant reservations about the impact on creativity and originality. Many teachers showed concerns that excessive reliance on automated feedback could diminish students' capacity to think independently. The study identifies a dominant sentiment of "optimistic realism" among teachers, who view these technologies as valuable supplemental resources but not as replacements for human-centered pedagogy. The research highlights the need for structured teacher training, clear pedagogical guidelines, and a thoughtful approach to technology integration that ensures digital tools enhance rather than undermine the development of comprehensive writing and thinking skills.

Keywords:AI in education,creative thinking,educational technology,English as a Foreign Language,Haifa District, teacher perceptions,writing assistance technology, writing skills.

العنوان

فواز عقل

الناشر

مجلة العلوم الانسانية والطبيعية

بلد الناشر

السودان

نوع المنشور

مطبوع فقط

المجلد

--

السنة

2025

الصفحات

30