Chatbots with cognitive pathways have attracted the attention of many EFL instructors and students. This study aims to develop an AI chatbots that may be used to teach pupils a particular linguistic skill in a foreign language. The study considers students' awareness, perceptions, and their attitudes towards using chatbots. This study aims to determine whether the artificial intelligence chatbots can improve students' skills and success while learning a foreign language. Results and findings showed that students recognize the value of utilizing chatbots but they are unsure of how to do so due to a lack of experience. The vast majority of the respondents believed that AI mobile application chatbots can play an essential role in EFL learning.

This study focuses on the employment of AI technology in regular, day-to-day activities, such as when Google Translate or Bing Translator are encouraged alongside various programs and applications. It also evaluates and empirically demonstrates the subjects of writing with AI technologies, computer-assisted language learning (CALL), machine translation (MT), and automatic evaluation systems (AESs) in order to offer solutions for enhanced communication training in Saudi Arabia's EFL system. Word tune is an artificial intelligence (AI)-driven writing assistant that can understand the writer's ideas and suggest alternative rewrites (e.g., shorten, expand). This program assists writers of English as a foreign language to maintain a steady flow and acquire useful English expressions. This research made use of questionnaires as a method for collecting data and then ran those responses through SPSS for analysis. The use of artificial intelligence (AI) technology in English as a foreign language (EFL) settings has been shown to facilitate the English language learning (ELT) process and to keep both teachers and students up to date on recent technological developments. This exploratory investigation demonstrated that all digital and AI-powered devices have the potential to assist in teaching and learning. Consequently, the pedagogical component of future education can be developed using an AI framework.

The current study endeavours to investigate the negative impact created due to the existence of the international non-governmental organizations (NGOs) on the overall educational system in Sudan. It also attempts to determine how the great advantages and the big gains inspire EFL teachers to prefer working for these organizations rather than working for ministry of education, and how this situation generally influenced teaching and learning English. Under the umbrella of the humanitarian crises missions, Sudan has witnessed a rush of numerous and funded NGOs during the last two decades, particularly at some high conflict zones such as the Blue Nile, South Kordofan and Darfur states. Most of these organizations 2 adopt English language as a means of communication. They also offer better opportunities to their employees compared to other local institutions including the ministry of education. These gains have motivated many English language professionals including EFL teachers to implement job hunting strategies while attempting to work for these NGOs. In so doing, they are willing and able to work as facilitators, administrators, security officers, secretaries and part-time employees with either long-term or short-term contracts. Among the luckiest ones who successfully managed to get better job opportunities are the EFL teachers. It seems as if working for such internationally recognized and well-paid organizations is better than working for ministry of education for the majority of teachers. Although working for these NGOs creates a good opportunity for the qualified teachers to improve their overall living standard and enables them to provide better life, healthcare system as well as sustainable better education to their families. However, the ministry of education's loss of the qualified teachers has negatively impact the overall education system in the country. Shortages of English teachers have highly been reported during the last decade, particularly at the public sector. The data collection for the current study goes through designing and distributing a questionnaire to a sample of EFL teachers, students, and some interested parties in Al -Fashir area. The data collection process as well as its analysis resulted into the following: The existence of the international NGOs in Sudan has motivated the qualified EFL teachers to quit their jobs in ministry of education and work for such organizations. Their existence has indirectly and negatively been influencing the education system in Sudan, particularly the process of teaching and learning English language as a school subject.

This study attempts to determine the social, economic, and psychological impacts of the 2018 temporary closure of educational institutions in Sudan amid several internal incidents and the ongoing closure due to the COVID-19 pandemic on students, teachers, and families. Most educational systems worldwide were temporarily closed and negatively affected. Nevertheless, it seemed as if the crises in Sudan extremely damaged the process of the overall educational system simply because the closure of the institutions initially began as a result of several internal incidents by the end of the academic year 2017-2018. The closure lasted until August 2019, when schools were reopened, and within almost six months; again, a decision was made in February 2020 for the entire closure of educational institutions due to the COVID-19 pandemic and continued for more than one and a half years. The impact of total closures of universities and colleges in Sudan affected students' academic achievement in different ways because the situations in Sudan were primarily different before the spread of COVID-19. Therefore, the negative implications of the long–term closure were greater not only on the students' academic achievement but also on the teachers’ sources of income, which resulted in economic issues for many families. To undertake this study, both quantitative and qualitative research methodologies were used. The researchers designed and distributed a questionnaire to a sample of 39 Sudanese university teachers to examine their attitudes towards the impact of the several internal incidents behind the closure of the entire educational institutions on overall academic achievement and online education as an alternative to face-to-face or traditional teaching. Although very few universities launched e-learning units during the last two decades, it seemed as if their purposes were very limited and mainly designed to serve a few students under certain conditions. Additionally, the researchers observed the efficient application of the e-learning educational system during the COVID-19 pandemic, represented by the Blackboard platform at both Qassim University and Prince Sattam Bin Abdulaziz University. The data analysis resulted in some significant findings, among which are the following: First, students were regularly paying the price of the poor infrastructure that contributed to preventing the application of an effective e-learning system in Sudan. Second, the long–term closure throughout 2018 has resulted in the accumulation of several student batches and generally complicated the scene. Third, the long–term closure influenced university students in different ways: academically, socially, economically, and psychologically.

The importance of this study is derived from the fact that EFL teachers in countries such as Sudan, which is a least developed country always face many difficulties to integrate Informal Digital Learning of English (IDLE) because it is a self-directed online learning that takes place outside of official educational initiatives like degree-based programmes or organized online professional development modules and the government does not support this type of learning. This study aims to increase the perceptions of those EFL teachers about the importance of integrating (IDLE) into teaching reading skills. The study considers teachers' awareness, perceptions, and their attitudes towards (IDLE), it also aims investigate to what extend EFL teachers integrate (IDLE) into teaching reading skills. Results and findings showed that teachers’ perceptions about (IDLE) are not adequate for the recent need to use technology, results showed that (50.00%) of EFL teachers do not integrate (IDLE) into their teaching approach Integrating technology into teaching even though CALL is now normalized.