Exploring Saudi EFL Learners' Engagement With AI Generative Tools in Educational Settings

Perceptions, Practices, and Pedagogical Outcomes

Bibliographic Data

ID21807417
AuthorsFaris Salim Allehyani (0009-0002-7833-7394, University of Tabuk), Fatimah Albedah (Saudi Electronic University), Mohammad Jamshed (0000-0003-3778-7225, Prince Sattam Bin Abdulaziz University), Wahaj Unnisa Warda (0000-0003-0550-2088, Prince Sattam Bin Abdulaziz University)
Year2025
Volume15
Issue6
Pages1959-1966
Publication date2025-06-01
Open AccessYes
TypeARTICLE
VenueTheory and Practice in Language Studies (JOURNAL)
Journal identifiersISSN: 1799-2591 • E-ISSN: 2053-0692
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1506.24
OpenAlexW4410937139
LanguageEN
References cited5

The study explored EFL learners’ engagement with AI generative tools, their perceptions and practices, and the pedagogical implications in the Saudi Arabian context. 182 students from undergraduate programs at different universities were randomly selected. To obtain data from respondents, a questionnaire was used, which included self-designed items as well as items from existing studies. The data was assessed quantitatively using descriptive statistics. It was found that Saudi EFL learners strongly supported AI generative technologies for language education and learning. It was also revealed that Saudi EFL students utilized these tools to learn new words and vocabulary, write assignments, develop new ideas and concepts, punctuation and spelling, corrections to grammar and feedback, and translate texts. The findings also revealed that Saudi Arabia's tech-savvy youth found AI-powered learning and training more captivating and stimulating. Therefore, the study offers many pedagogical implications

Generative grammar · Mathematics education · Perception · Computer Science · Online Learning and Analytics · Psychology · Artificial Intelligence

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