CONFERENCE MAIN THEME AND SPECIAL FOCUS Our world today is marked by a significant technological development driven by the modern technological revolution and the integration of artificial intelligence into many areas that were once considered exclusive to the human mind. The domain of education in general, and the teaching of English as a foreign language (EFL) in particular, is one of these areas that have not been- and will not be-unaffected by the artificial intelligence revolution and its numerous unavoidable effects. Artificial intelligence provides teachers, learners, and researchers with a large amount of information as well as a wide range of applications, tools, and resources, which they can adapt to their needs and tailor to their objectives.

Many English learners are increasingly relying on various tools to enhance their skills, expand their knowledge, and assess their progress through instant feedback. In addition, chatbots help answer most of the questions and clarify any uncertainties in an instant. As for teachers, they now have access to artificial intelligence tools that support more organized and faster lesson planning, while enabling them to identify students’ needs, learning styles, strengths, and weaknesses. As a result, the educational process becomes more engaging, efficient, and personalized. Furthermore, artificial intelligence serves as a valuable resource, offering instant and continuous assessment tools .

The scientific researcher finds in AI applications and platforms solutions to challenges that were once time-consuming or difficult to overcome. These applications provide an abundant collection of references and data, assist in understanding, analysing, summarizing, and translating, and even engage in discussions about certain topics.

All of this seems of great importance and awe, but unfortunately, it is not without challenges and pitfalls; the use of AI in EFL education may become disastrous if not addressed promptly and in a well-studied manner. On the one hand, with the services, facilities and convenience provided by AI, learners might lose the motivation to engage in traditional in-person classes, as the information is available at their fingertip. Their drive to focus on a lesson in which the teacher may lack basic knowledge of educational technology decreases. The latter, in turn, finds himself facing diverse challenges stemming from AI and its tools, and related to the lesson’s content and delivery method.

The researcher, on the other hand, might encounter false information and erroneous data by randomly relying on unverified sources and non-credited websites. The results are, therefore, unfavourable and the conclusions unreliable. Furthermore, the use of artificial intelligence tools may result in unintentional or deliberate scientific plagiarism; raising significant ethical concerns .

This conference aims at demystifying the essence of artificial intelligence, its core tools, applications, and platforms, and exploring its different advantages and challenges in the EFL classroom. The conference is intended to bring together undergraduate and postgraduate students, teachers, and researchers, exploring experiences, sharing knowledge, and exchanging insights .

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