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Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.147-162
Curriculum, Instruction & Educational Technology, College of Education, Taibah University, Madinah, Saudi Arabia
Curriculum, Instruction & Educational Technology, College of Education, Taibah University, Madinah, Saudi Arabia
This study investigated Saudi foreign language learners’ (EFL) perceptions of using ChatGPT for vocabulary learning through the Technology Acceptance Model (TAM) to answer the question: What are Saudi EFL learners’ perceptions of using ChatGPT as a vocabulary learning tool? It aimed to explore their perceptions according to perceived usefulness (PU) and perceived ease of use (PEOU). Vocabulary serves as the critical initial step in learning a second language and facilitating the mastery of language skills. It allows language speakers to communicate effectively. Thus, integrating an effective artificial intelligence (AI) tool in language learning contexts is crucial. Consequently, it is important to discover whether participants believe that using ChatGPT is easy and beneficial as a vocabulary learning resource. The employed method is a descriptive survey design including qualitative insights from 134 second-level students (87 females, 47 males; 19–21 years) at Taibah University who completed a bilingual questionnaire measuring PU and PEOU, along with two open-ended items. Descriptive statistics showed generally favorable perceptions of ChatGPT’s usefulness (M = 3.61, SD = 0.53) and ease of use (M = 3.85, SD = 0.63). The findings showed that learners favored ChatGPT’s synonym and antonym generation, contextualized examples, personalization, and time and effort savings over traditional dictionaries. However, they revealed some issues like the complexity of some tasks, demotivation and boredom, and limited human interaction and technical problems. Hence, using ChatGPT as an assistive learning tool, besides conducting further research emphasizing diversity and variety is recommended.
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Manal A. AlMarwani is an associate professor of educational research and development. Her research focuses on e-learning, ICT integration, and English education, with interests in quality assurance and academic development in higher education.
ORCID ID: https://orcid.org/0000-0003-0844-4485
Razan M. Alhenaky is an English lecturer and a researcher who got her Bachelor’s degree in English language in 2021, and her Master’s degree in English curriculum and TESOL in 2025. Her research interests include language learning, second language acquisition, translation, and teaching methodologies. She is recently engaged in language acquisition and pedagogy.
ORCID ID: https://orcid.org/0009-0002-8704-3697