Investigating EFL Teachers Attitudes towards the Use of ChatGPT to Assist Writing Productions: Case of Master Two EFL Students at Ibn Khaldoun University of Tiaret

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GENERAL INTRODUCTION CHPTER ONE: Artificial Intelligence and ChatGPT SECTION ONE: The Notion of Artificial Intelligence 1.1.1.Introduction 1.1.2.The Notion of Artificial Intelligence (AI) 1.1.3. The Emergence of Artificial Intelligence (AI) 1.1.4. The History of Development of Artificial Intelligence 1.1.5.Artificial Intelligence Strengths and Weaknesses 1.1.6.Types of Artificial Intelligence 1.1.6.1.Artificial Intelligence based on Capabilities 1.1.6.2 Artificial Intelligence based on Functionalities 1.1.6.3.Sub Fields of Artificial Intelligence 1.1.7.Artificial Intelligence Tools 1.1.8.Possibilities of Artificial Intelligence 1.1.8.1.Artificial Intelligence in Education 1.1.8.2.Types of Artificial Intelligence in Education 1.1.8.3.Artificial Intelligence in EFL Context 1.1.8.4.The Advantages and Disadvantages of Artificial Intelligence in EFL Context 1.1.8.4.1.Advantages of Artificial Intelligence in EFL Context 1.1.8.4.2.Disadvantages of Artificial Intelligence in EFL Context 1.1.8.5.Artificial Intelligence Effect on Students Writing Skill 1.1.8.6. Teachers Attitudes towards artificial intelligence in EFL context 1.1.9. Conclusion SECTION TWO: ChatGPT the New Trend in Education 1.2.1.Introduction 1.2.2.OpenAI Background 1.2.3.Definition of ChatGPT 1.2.4.Advantages of Using ChatGPT in Academic Settings 1.2.4.1.Research 1.2.4.2.Administration 1.2.4.3.Community Engagement 1.2.4.4. Writing Assistant 1.2.5.Challenges and Ethical Implication 1.2.5.1.Academic Integrity 1.2.5.2.Cognitive Bias 1.2.5.3.Gender and Diversity 1.2.5.4.Accessibility 1.2.5.5.Commercialization 1.2.5.6.Lack of regulation 1.2.5.7. Privacy concerns 1.2.5.8. Plagiarism 1.2.6.Adapting ChatGPT as Writing Assistant 1.2.7.ChatGPT Impact on Student Writing 1.2.8.ChatGPT Implication 1.2.8.1.Create an Account 1.2.8.2.Using ChatGPT 1.2.8.3.Important Considerations When Using ChatGPT 1.2.9. Conclusion Chapter two: Artificial intelligence and ChatGPT in Algerian Context SECTION ONE: Writing in Algerian Context 2.1.1.Introduction 2.1.2.Teaching Writing in Algerian EFL Context 2.1.3.The Product Approach 2.1.3.1.Shortcomings of the Product Approach 2.1.3.1.The Process Approach 2.1.3.1.Shortcomings of the Process Approach 2.1.4.Artificial Intelligence in Algeria 2.1.5.ChatGPT Availability in Algeria 2.1.6.Data Description 2.1.6.1.Research Methodology 2.1.6.2.Mixed-Method Approach 2.1.7.Population and Context 2.1.7.1.Teachers Profile 2.1.7.2.Students Profile 2.1.7.3.Research Context 2.1.8.Description of Data Collection Tools 2.1.8.1. Interview Description 2.1.8. 2. Questionnaire Description 2.1.8.3. Test Description 2.1.9. Conclusion SECTION TWO: Data Analysis and Recommendations 2.2.1. Introduction 2.2.2. Data Analyses 2.2.2.1.Questionnaire Analysis 2.2.2.2.Teacher Interview Analysis 2.2.2.3.Test Analysis 2.2.3.General Discussion of Findings 2.2.4.Recommendations 2.2.5.Conclusion GENERAL CONCLUSION

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