Exploring the Opportunities and Challenges of Artificial Intelligence in Foreign Language Education: Evidence from Moroccan Higher Education

Abstract

Artificial Intelligence (AI) has become a transformative force in education, particularly in foreign language learning. This study examines the dual role of AI in Moroccan higher education, investigating both its potential to enhance language acquisition and the challenges it poses to learners. It aims to assess how AI fosters student engagement and skill development, identify its limitations, and evaluate its overall impact on learning outcomes. The research draws on responses from Moroccan university students across public and private institutions, including Moulay Ismail University (Meknes), Hassan I University (Settat), the National School of Architecture (ENA), and the Euromed University (Fez). Data were collected through a comprehensive Google Forms questionnaire that combined quantitative and qualitative items to capture learners’ experiences, perceptions, and attitudes toward AI-driven tools, such as ChatGPT, Duolingo, and automated feedback systems. The findings reveal that while AI supports personalization, motivation, and linguistic accuracy, challenges persist—particularly regarding data privacy, over-reliance on technology, and limited human interaction. Overall, the study highlights the importance of adopting a blended approach that combines AI-driven innovation with human-centered pedagogy. These results provide valuable insights for educators, policymakers, and developers seeking to optimize AI integration in language education and promote inclusive, ethical, and practical learning environments.