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Arab World English Journal (AWEJ) Volume 15. Number 4, December 2024 Pp. 73-84
Department of English Language and Translation,
College of Language Sciences
King Saud University, Saudi Arabia
This study aims to investigate English as a Foreign Language students’ perceptions and attitudes towards using ChatGPT to enhance their English-speaking skills in English as a foreign language classroom. The study is significant as it contributes to the body of research on Artificial Intelligence in teaching and learning in English as a foreign language context in general and Saudi higher educational institutions in particular. 74 students from three public universities in Saudi Arabia participated by completing a five-point Likert scale questionnaire after carrying out oral tasks for six weeks using ChatGPT. The purpose of students’ responses is to answer the research questions: What are students’ perceptions and attitudes towards the use of ChatGPT to promote their English speaking skills? The Participants in the study were all female students majoring in English language in their departments at their educational facilities. Descriptive statistics were used to analyze the questionnaire data. Results generally indicated a high-level of perception and a positive attitude toward using ChatGPT in English-speaking classes. The findings of this study will hopefully further the understanding of students’ beliefs about ChatGPT and how this technology can be best employed for the advancement of English learning and teaching
Alsalem, M. S. (2024). EFL Students’ Perception and Attitude towards the Use of ChatGPT to Promote English Speaking Skills in the Saudi Context. Arab World English Journal, 15(4): 73-84.
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Dr. Mashael Alsalem is the vice-chairperson for the Department of Linguistics at the Faculty of Language Sciences, King Saud University. She has been teaching English for about 22 years and training on IELTS for three years. Her main research interests include AI in language teaching and learning, discourse Analysis, and language teacher cognition.
ORCID ID: https://orcid.org/0009-0004-7067-1085