Artificial Intelligence in Saudi English Language Classrooms: A Narrative Review

Abstract

Artificial Intelligence is revolutionizing English language learning, transforming the teachers’ approach to their pedagogy, engaging students more actively, and mentoring learning outcomes in Saudi Arabian EFL classrooms. This review examines how AI is currently being employed, assessing its applications, the readiness of institutions to adopt it, and the challenges it encounters, while also evaluating its impact on English language skills, student autonomy, and the flexibility of learning. The study examines how AI is used in instructional practices, the curricular content it supports, and the governing principles that guide its use, emphasizing cultural relevance, ethical integrity, and evidence-based implementation. Tools with AI integration offer quick feedback and support tailored to individual learners in EFL classrooms. They further facilitate pedagogical modifications contingent upon empirical data. The efficacy of these instruments, nevertheless, is predominantly dependent on the educator’s proficiency, the accessibility of suitable technological assets, and the contextual relevance of the system. The imperative for systematic governance and professional advancement is underscored by ethical considerations, including data privacy, algorithmic bias, and the risks of excessive dependence. This review combines global and local insights to help teachers, policymakers, and researchers make informed decisions about utilizing AI in EFL instructions and shaping its future.