Perceptions and Challenges of Artificial Intelligence in the EFL Context: A Quantitative Study of Saudi Learners

Abstract

This study closely examines the perceptions of Saudi EFL learners regarding the inclusion of AI tools in language classrooms. The study included 123 EFL learners from diverse backgrounds, including gender, age, educational level, experience using AI, and region. A questionnaire was used to gather the data which indicated that with the exception of years of exposure to higher education, the participants’ perception show commonality across all other variables. The study gathered data on four constructs (Perceived Usefulness of AI in English Learning, Learner Attitudes and Acceptance Toward AI Use, Technical and pedagogical challenges, and Psychological and Ethical concerns). Responses were analyzed for statistical significance, which indicated that Saudi EFL learners generally possess positive views about the efficacy and use of AI in language learning, particularly in improving grammar, vocabulary, pronunciation, and providing written feedback. In addition, they shared the view that AI is a constructive agent in helping them not only improve their language proficiency but it also accelerates the learning process thus providing better learning opportunities irrespective of individual differences. At the same time, they have reservations about the outcomes when human agency is replaced by AI, indeed they firmly believe that AI can at best complement rather than replace the teacher in classrooms. The study concludes with pertinent recommendations.