Leveraging AI Tools to Improve Saudi EFL Students’ Academic Writing Skills: Instructor Perceptions

Abstract

This study explores instructors’ perceptions about integrating AI-driven tools into the curriculum in order to improve the academic writing skills of English as a foreign language (EFL) students in Saudi Arabia. A mixed-methods approach was adopted, implementing a 16-item online survey based on four primary themes: learner familiarity with AI tools, teacher familiarity with AI tools, learning materials, and assessment practices. The results showed that an instructor’s years of experience teaching played a major role in their acceptance of AI-driven tools. Instructors with more experience reported a more positive perception of the impact of AI on Saudi EFL learners’ writing. Based on the findings, this study recommends providing interactive professional training for both instructors and learners, ensuring availability of the proper tools, and interactive evaluation.