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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.514 -533
Department of English, Faculty of Languages & Translation,
King Khalid University, Abha, Saudi Arabia
&
Department of EFL Curricula and Instruction, Faculty of Education
Zagazig University, Egypt
Department of English Language, King Khalid University, Abha, Saudi Arabia
Fellowship Trainee in Artificial Intelligence for Education and Research, University Education Development Center (UEDC), King Abdulaziz University, Jeddah, Saudi Arabia
Department of English, Faculty of Languages & Translation,
King Khalid University, Abha, Saudi Arabia
Department of Translation, Faculty of Languages & Translation,
King Khalid University, Abha, Saudi Arabia
This study responds to the growing need to understand how artificial intelligence (AI) is reshaping English language teaching (ELT) in Saudi higher education. Despite the rapid advancement and increasing adoption of AI-powered educational technologies, empirical research examining university lecturers’ practices, perceptions, and readiness for AI integration in ELT remains limited. Addressing this gap, the study investigates the extent of AI use among Saudi university English lecturers, explores their perceptions of its pedagogical effectiveness, identifies challenges associated with its implementation, and examines its prospects in language education. Using a quantitative descriptive research design, data were collected through a structured questionnaire administered to English lecturers at King Khalid University. The findings reveal a moderate to high level of AI adoption, with lecturers primarily employing AI tools for lesson planning, feedback provision, instructional support, and the promotion of learner autonomy. Participants generally viewed AI as a valuable pedagogical resource that enhances teaching efficiency, facilitates personalized learning, and improves student outcomes. At the same time, concerns regarding academic integrity, the reliability of AI-generated content, and the risk of excessive dependence on AI technologies were evident, reflecting a balanced and critically informed perspective. The study also highlights important gaps in institutional readiness, including limited access to professional development opportunities and the absence of clear policy frameworks governing AI use in ELT. These findings underscore that effective and sustainable AI integration depends not only on technological availability but also on strong institutional support, continuous teacher training, and well-defined ethical guidelines. By providing empirical evidence from the Saudi higher education context, this study contributes to the emerging literature on AI-enhanced language education and offers practical insights for policymakers, educational leaders, curriculum developers, and teacher educators seeking to promote the responsible, effective, and pedagogically sound implementation of AI in higher education.
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Dr. Eman Mahmoud Ibrahim Alian is an Assistant Professor at the Faculty of Languages and Translation, King Khalid University, and a faculty member in the Department of Curricula and EFL Instruction, Faculty of Education, Zagazig University. Her research interests include Applied Linguistics, technology-enhanced language learning, literature teaching, and translation studies. She is actively engaged in research exploring the intersection of language education, digital technologies, and translation.
ORCID: https://orcid.org/0009-0008-7542-2685
Dr. Ali Albashir Mohammed Alhaj is a university Professor of Translation Studies at King Khalid University, Saudi Arabia, and previously served at Jazan University for 13 years. He holds four PhDs in Translation Studies, Linguistics, and English Literature and was awarded the AI in Education and Research Fellowship in 2025. He has published more than 280 research articles indexed in Scopus and Web of Science and authored over 60 books, 15 of which have been translated into 10 international languages. His research interests include artificial intelligence in education, TESOL, translation studies, applied linguistics, and Qur’anic translation. He is the recipient of the King Khalid University Excellence Award for Scientific Research and Academic Excellence (2020 and 2025).
ORCID: https://orcid.org/0000-0003-4845-176X
Dr. Dina Ali Abdalla Ali is an Assistant Professor at the Faculty of Languages and Translation, King Khalid University, Saudi Arabia. She holds a PhD in Applied Linguistics/TEFL, with research interests in second language acquisition, psycholinguistics, EFL teaching methodologies, and language assessment. Her work particularly focuses on code-switching and multilingual classroom interaction. She is committed to advancing language learning and teaching practices in diverse educational contexts.
https://orcid.org/0009-0008-7525-302
Dr. Majda Babiker Ahmed Abdelkarim is an Assistant Professor of Translation Studies in the Department of Translation, College of Languages and Translation, King Khalid University, Saudi Arabia. She holds a PhD in Translation Studies from Omdurman Islamic University and an MA in Applied Linguistics from Nile Valley University, Sudan. She has extensive teaching experience spanning higher education and secondary education in Saudi Arabia, Sudan, and Yemen. Her professional interests include translation studies, applied linguistics, academic research, and freelance translation. She serves on several academic and quality assurance committees and received the Best Teacher Award from Jazan University. https://orcid.org/0009-0002-8130-7284