The Use of AI-generated Arguments in Promoting Students ‘Engagement, Confidence and Performance in Classroom Debates Teachers and Students’ Perceptions

Abstract

The integration of Artificial Intelligence (AI) in education has increasingly influenced English as a Foreign Language (EFL) teaching and learning, especially in communicative and debate-based activities. This study investigates Algerian EFL students’ and teachers’ perceptions of AI-generated arguments in enhancing students’ engagement, confidence, motivation, and performance in classroom debates at the University of Bouira. It also explores perceived pedagogical benefits and limitations of AI integration in debate-based learning environments. A mixed-methods approach was adopted, combining quantitative and qualitative data collection and analysis. Data were gathered through questionnaires administered to EFL students and semi-structured interviews with EFL teachers at Bouira University. Quantitative data identified patterns of AI use, students’ perceptions, and the impact of AI-generated arguments on classroom debates, while qualitative data provided deeper insights into teachers’ observations and pedagogical concerns. Findings revealed that AI tools are widely used among EFL students, particularly for organizing ideas, generating arguments, improving vocabulary, and preparing for debates. Results showed that AI-generated arguments positively contribute to students’ engagement, confidence, motivation, and debate performance by reducing anxiety, facilitating idea generation, and improving argument organization and linguistic expression. However, the study also revealed concerns about excessive dependence on AI, reduced critical thinking, weakened creativity, and limited authenticity in students’ responses. The study concludes that AI-generated arguments can serve as effective cognitive and linguistic scaffolds in EFL classroom debates when integrated critically and pedagogically.