The role of artificial intelligence in advancing English as a foreign language teaching at Saudi universities

Abstract

This article presents findings from a comprehensive sequential explanatory mixed-methods study examining the perception of the transformative impact of Artificial Intelligence on English as a Foreign Language education at tertiary-level institutions. Through a 16-item psychometric scale purposefully designed survey, which was conducted with 192 EFL male and female teachers  and in-depth, semi-structured interviews, insights were gathered into the challenges, opportunities, and evolving pedagogical approaches facilitated by AI-driven language learning platforms. Key findings indicate that AI-based applications and resources offer personalized learning experiences, catering to diverse learning styles, and enabling students to engage actively with language acquisition. However, while the majority of the teachers acknowledged the potential of AI to complement traditional instructions and pedagogies, enhancing individualized feedback and fostering EFL immersion some teachers expressed their reservations about students using AI in fear of academic dishonesty and disingenuity.

Keywords: Artificial intelligence; English as a foreign language; personalized learning; pedagogical innovation