USING ARTIFICIAL INTELLIGENCE TO DEVELOP STUDENTS’ HARD AND SOFT SKILLS IN THE EFL CLASSROOM

Authors

  • Hicham Rahate Ellah Cadi Ayyad University, Faculty of Letters and Human Sciences, Marrakech, Morocco

DOI:

https://doi.org/10.46827/ejals.v9i2.710

Keywords:

microteaching, speaking skills, pre-service teachers, reflective practice, artificial intelligence

Abstract

Integrating Artificial Intelligence (AI) into education has become very important and urgent. Many teachers use AI to enhance students’ language skills. Research confirms that AI-powered tools help students develop hard skills and soft skills such as communication, collaboration, problem-solving, and critical thinking in the EFL classroom. In the Moroccan context, EFL learners face challenges not only in acquiring English language skills but also in building essential soft skills. This study explores the usefulness of AI-based tools in fostering these hard and soft skills within Moroccan EFL classrooms. This study uses a quantitative approach through an experiment that involves an experimental group and a control group. The results show that AI-assisted learning environments can significantly support the development of students’ English language proficiency and soft skills, particularly in communication, teamwork, critical thinking, and problem solving. The findings highlight both the potential and limitations of AI in EFL classrooms, emphasizing the need for appropriate technology, effective training, and curriculum adjustments. Finally, this study offers recommendations for teachers, education policymakers, and researchers to facilitate the successful integration of AI into EFL instruction across Morocco, helping students transition more smoothly to higher education and better preparing them for future challenges.

Author Biography

  • Hicham Rahate Ellah, Cadi Ayyad University, Faculty of Letters and Human Sciences, Marrakech, Morocco

    My name is Hicham Rahate Ellah, and I am a teacher of English with a PhD in Applied Linguistics, specializing in soft skills development. Throughout my academic and professional career, I have been deeply interested in the integration of soft skills in the EFL (English as a Foreign Language) classroom. My research focuses on how communication, collaboration, critical thinking, and other essential soft skills can enhance students’ learning experiences and academic success. I have conducted several research studies on students’ soft skills development in EFL contexts, and many of my articles have been published in indexed international journals. These publications are also available on ResearchGate, where they can be accessed by researchers and educators worldwide. I have actively participated in numerous national and international conferences, where I presented papers, exchanged ideas with scholars, and contributed to discussions related to language education. I am passionate about teaching, research, and continuous professional development, and I always strive to promote innovative and learner-centered approaches in education.

References

Azennoud, A. (2024). Enhancing writing accuracy and complexity through AI-assisted tools among Moroccan EFL university learners. International Journal of Linguistics and Translation Studies, 5(4), 211-226. Retrieved from https://ijlts.org/index.php/ijlts/article/view/529

Aziz, S., Harrizi, M., Loutfi, A., & Zaidoune, S. (2023). Exploring Moroccan undergraduates’ views on developing soft skills in Efl classes: A case study. Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), 12(1), 45-57. Retrieved from https://www.researchgate.net/publication/371991471_EXPLORING_MOROCCAN_UNDERGRADUATES'_VIEWS_ON_DEVELOPING_SOFT_SKILLS_IN_EFL_CLASSES_A_CASE_STUDY

Bekou, A., Mhamed, M. B., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1), 87-106. https://doi.org/10.14744/felt.6.1.7

Dahia, I. (2024). Moroccan EFL teachers' perceptions of AI-generated content: Impact, effectiveness, and challenges in language learning. Frontiers in English Language and Linguistics, 1(1), 22-31. https://doi.org/10.32996/fell

Ellah, H. R. (2025). Project-based Learning to Develop Teamwork and Critical Thinking Skills in the EFL Classroom. European Journal of Foreign Language Teaching, 9(3). https://doi.org/10.46827/ejfl.v9i3.6177

Ellah, H. R., & Azmi, N. (2024). Soft skills in language education: From perception to frequency of instruction. International Journal of Language and Literary Studies, 6(2), 533-544. https://doi.org/10.36892/ijlls.v6i2.1735

Elouardi, A. (2024). Extracurricular Programs and Soft Skills Development at Ibn Tofail University. Morocco World News.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: promises and implications for teaching and learning. Center for Curriculum Redesign. Retrieved from https://www.researchgate.net/publication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implications_for_Teaching_and_Learning

Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. Retrieved from https://www.researchgate.net/publication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implications_for_Teaching_and_Learning

Holmes, W., et al. (2022). Artificial Intelligence in Education: Promises and Implications. Center for Curriculum Redesign. Retrieved from https://www.researchgate.net/publication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implications_for_Teaching_and_Learning

Ministry of Digital Transition (2023). Digital Morocco 2030 Strategic Report.

TelQuel (2025). AI in Education: Empowering Teachers and Students Amid Challenges in Morocco.

Rahateellah, H., & Azmi, N. (2025). School clubs for soft skills learning and development. European Journal of Education Studies, 12(5). http://dx.doi.org/10.46827/ejes.v12i5.5998

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0

Downloads

Published

2026-05-15

Issue

Vol. 9 No. 2 (2026)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).