Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities

Alhalangy, Abdalilah. G. I.; AbdAlgane, Mohammed

doi:10.36923/jicc.v23i2.125

Cited by 12 publications

(6 citation statements)

References 51 publications

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“…The fields of English language teaching (ELT) in general and writing in particular are favourably impacted by AI, according to Alhalangy and AbdAlgane (2023). Besides, in the study of Utami et al (2023), the majority of participants (86%) agreed that using AI-based learning tools improves their writing performance.…”

Section: Advantages Of Ai Technology Applicationsmentioning

confidence: 99%

Students' Perceptions of the AI Technology Application in English Writing Classes

Phan

2023

paic

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With the rapid advancement of information technology, numerous cutting-edge techniques and technologies have been developed to improve learning generally and English learning specifically. The utilization of artificial intelligence (AI) technology in teaching and learning at universities is an inevitable trend in the Industry 4.0 era. This paper aims to investigate students' perceptions of AI technology application in English writing classes. 100 students from four General English classes at Vietnam National University (VNU) took part in this study. To achieve the research purpose, I combined quantitative and qualitative research methods through questionnaires and in-depth interviews. The findings of the study indicate that students' attitudes regarding AI writing tools were favourable in terms of their accessibility, adaptability, and simplicity. However, some challenges are unavoidable when employing these tools, resulting from factors like learners' technology anxiety and lack of tool variety. I hope this research serves as a valuable resource for teachers looking to diversify their teaching methods and encourages students to enhance their interest and motivation in using AI tools for English learning.

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Section: Advantages Of Ai Technology Applicationsmentioning

confidence: 99%

Students' Perceptions of the AI Technology Application in English Writing Classes

Phan

2023

paic

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“…Due to certain limitations such as teacher feedback, students held positive attitudes and preferred AI-enabled tools for language learning. Alhalangy and AbdAlgane (2023) examined previous research to get an improved understanding of how AI is employed in EFL instruction. A questionnaire was employed to gather data which was then evaluated and discussed to identify the results.…”

Section: Research Purpose Statementmentioning

confidence: 99%

“…A questionnaire was designed that included select items from prior studies following an in-depth study of the current studies (Alhalangy & AbdAlgane, 2023). The first part of the questionnaire seeks to collect information related to the demographic profile of study respondents.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

Using artificial intelligence for English language learning: Saudi EFL learners' opinions, attitudes and challenges

Jamshed,

Alam,

Sultan

et al. 2024

JEELR

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The study investigates EFL (English as a Foreign Language) learners' opinions, attitudes and the challenges of incorporating AI-powered teaching and learning. It also examines how their ideas and attitudes are affected by demographic variables. 258 students were selected using a random sampling method from a population comprising students studying in different levels of programs at the College of Science and College of Business Administration, Prince Sattam bin Abdul-Aziz University, KSA. A questionnaire was self-developed using some modified items from prior studies as the study looks at how certain independent variables (e.g., study level, residential background and parents' educational level) affect the dependent variable (e.g., learners' opinions, attitudes and challenges for AI-powered learning and teaching). The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students held a high level of positive opinions and attitudes towards AI-powered learning. However, the analysis found that many students thought implementing AI-powered learning was challenging. A one-way ANOVA showed no significant difference based on respondents' residential background and parental education. However, respondents differed significantly based on their level or year of study. The study findings will assist administrators and course teachers in using AI-powered technologies to overcome challenges and prepare students for achievement in the English language.

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“…There is a growing interest in the potential of AI-powered EFL tools in Saudi Arabia. Studies suggest that these tools are well-received by students and can positively impact English language learning (Alhalangy & AbdAlgane, 2023;Makhlouf, 2021;Othman, 2023). However, Altasan (2016) cautiously reminds us that complex motivational orientations and other factors are more likely to influence English achievement.…”

Section: Introductionmentioning

confidence: 99%

“…In a quasi-experimental study, Makhlouf (2021) found that Saudi students at Albaha University had far better speaking abilities due to an AI-based mobile application. Alhalangy and AbdAlgane (2023) emphasised the need for educators and students to be more aware of the potential of AI in the EFL classroom. These studies collectively highlight the potential of AI applications in enhancing EFL learners' learning skills.…”

mentioning

confidence: 99%

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

Alnasib,

Alharbi

2024

WJEL

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The current study aimed to identify the challenges students encountered when using Gemini to learn English as a Foreign Language (EFL) and how successfully it motivates undergraduate students to learn the language in classroom settings. A pre-post quasi-experimental design was used, and data was gathered through an online questionnaire. One hundred fifty female EFL students participated. The results showed statistically significant differences, at the 0.05 significance level, between the study sample’s mean comments about how well Gemini as an AI tool motivates undergraduate students to learn EFL. The observed variations in the study significantly support the post-application stage. However, several challenges were identified in implementing Gemini in EFL, including repetitive words, limited vocabulary (62%), lengthy and non-concise answers (57.3%), uncertainty about information accuracy (49.3%), unclear question format comprehension (42%), and an abundance of similar information sources (39.3%). These findings call for further investigation to maximise Gemini’s potential and address both its promises and challenges, ultimately improving the EFL learning experience for all students.

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Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities

Cited by 12 publications

References 51 publications

Students' Perceptions of the AI Technology Application in English Writing Classes

Students' Perceptions of the AI Technology Application in English Writing Classes

Using artificial intelligence for English language learning: Saudi EFL learners' opinions, attitudes and challenges

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

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