Views: 401
Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.305-327
English Language Department,
King Abdullah Air Defense College, Saudi Arabia
This study investigated Saudi English language teachers’ use of artificial intelligence tools in vocabulary instruction, focusing on their perceived pedagogical benefits, challenges, and ethical implications. Its main aim was to examine teachers’ adoption patterns, attitudes, classroom practices, and ethical awareness in public schools in Saudi Arabia. The study is significant because vocabulary knowledge is central to language proficiency, while responsible artificial intelligence integration is becoming increasingly important in English as Foreign Language classrooms. A mixed-methods research design was used with 70 English language teachers teaching in public schools in Saudi Arabia. Quantitative data were collected through a questionnaire adapted from Alharbi and Khalil (2023), and qualitative data were gathered through researcher-developed open-ended questions. The findings showed that 77.1% of teachers used artificial intelligence tools, especially for lesson preparation rather than live classroom instruction. The results also identified a statistically significant gender difference only in live classroom instruction, with female teachers deploying it during class sessions significantly more frequently than male teachers. In addition, teachers reported that these tools saved preparation time, enriched classroom interaction, supported personalization, and provided varied resources. However, they also identified concerns about over-reliance, inaccurate content, reduced critical thinking, data privacy, and limited formal ethical training. The study recommends structured professional development, clear institutional guidelines, and stronger ethical preparation to support effective, accurate, and responsible use of artificial intelligence in vocabulary teaching.
Alhassani, A. (2026). Integrating Artificial Intelligence into EFL Vocabulary Instruction: An Analysis of Teacher Perspectives and Ethical Concerns in Saudi Arabia. Arab World English Journal (AWEJ) Special Issue on CALL 17. (12)305-327
Abdelhalim, S. M., & Alsehibany, R. A. (2025). Integrating AI-powered tools in EFL pronunciation instruction: Effects on accuracy and L2 motivation. Computer-Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2534015
Al-Othman, A. A. M. (2024). Using artificial intelligence in English as a foreign language classroom: Ethical concerns and future prospects. Arab World English Journal Special Issue on CALL, 10, 85–104. https://doi.org/10.24093/awej/call10.7
Alhamam, A. A. (2025). Investigating the role of AI tool interactions in enhancing English language acquisition among Saudi college students. Arab World English Journal, 16(3), 426–440. https://doi.org/10.24093/awej/vol16no3.26
Alharbi, K., & Khalil, L. (2023). Artificial intelligence (AI) in ESL vocabulary learning: An exploratory study on students’ and teachers’ perspectives. Migration Letters, 20(S12), 1030–1045.
Aljabr, F. S., & Al-Ahdal, A. A. M. H. (2024). Ethical and pedagogical implications of AI in language education: An empirical study at Ha’il University. Acta Psychologica, 251, Article 104605. https://doi.org/10.1016/j.actpsy.2024.104605
Almegren, A., Almegren, R. M., Hazaea, A. N., Mahdi, H. S., & Mohammed Ali, J. K. (2025). AI powered ELT: Instructors’ transformative roles and opportunities. PLOS ONE, 20(5), Article e0324910. https://doi.org/10.1371/journal.pone.0324910
Alsahafi, M. (2023). The relationship between depth of academic English vocabulary knowledge and academic success of second language university students. SAGE Open, 13(1), 1–9. https://doi.org/10.1177/21582440231153342
Alshehri, M. (2025). Experiences and perceptions of Saudi EFL teachers on professional development in technology integration into teaching. Saudi Journal of Language Studies, 5(1), 17–33. https://doi.org/10.1108/SJLS-09-2024-0058
Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL learners’ perceptions of using artificial intelligence and its impact on their writing skills. Arab World English Journal, 16(1), 349–365. https://doi.org/10.24093/awej/vol16no1.22
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
Cennetkusu, N. G. (2026). EFL teachers’ attitudes toward artificial intelligence in language teaching: A mixed-methods study in Türkiye. Social Sciences & Humanities Open, 13, Article 102580. https://doi.org/10.1016/j.ssaho.2026.102580
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Daud, A., Aulia, A. F., Muryanti, M., & Sari, D. P. (2025). Integrating artificial intelligence into English language teaching: A systematic review. European Journal of Educational Research, 14(2), 677–691. https://doi.org/10.12973/eu-jer.14.2.677
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Opportunities and threats. IGI Global.
Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542–570. https://doi.org/10.1111/ejed.12533
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. IGI Global.
Jomaa, N., Attamimi, R., & Al Mahri, M. (2024). Utilising artificial intelligence (AI) in vocabulary learning by EFL Omani students: The effect of age, gender, and level of study. Forum for Linguistic Studies, 6(5), 171–186. https://doi.org/10.30564/fls.v6i5.6968
Jomaa, N., Attamimi, R., & Al Mahri, M. (2025). The use of artificial intelligence (AI) in teaching English vocabulary in Oman: Perspectives, teaching practices, and challenges. World Journal of English Language, 15(3), 1–13. https://doi.org/10.5430/wjel.v15n3p1
Jomaa, N. J., & Bidin, S. J. (2017). Perspectives of EFL doctoral students on challenges of citations in academic writing. Malaysian Journal of Learning and Instruction, 14(2), 177–209. https://doi.org/10.32890/mjli2017.14.2.7
Jomaa, N. J. (Ed.). (2025). Using AI tools in text analysis, simplification, classification, and synthesis. IGI Global. https://doi.org/10.4018/979-8-3693-9511-0
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Kiliç, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA, 57(1), 133–164.
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7, Article 755914. https://doi.org/10.3389/feduc.2022.755914
Li, Y., Zhou, X., Yin, H., & Chiu, T. K. F. (2025). Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review. Smart Learning Environments, 12, Article 24. https://doi.org/10.1186/s40561-025-00379-0
Mubarak, R. (2026). AI-powered translation apps and their impact on English language learning in Saudi Arabia. Arab World English Journal, Special Issue on Artificial Intelligence, 3, 346–360. https://doi.org/10.24093/awej/AI3.22
Nation, I. S. P. (1990). Teaching and learning vocabulary. Heinle & Heinle.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en
Saddhono, K., Suhita, R., Istanti, W., & Rakhmawati, A. (2024, November 22). AI-powered language learning: Enhancing literacy in the digital age [Paper presentation]. 2024 4th International Conference on Advancement in Electronics & Communication Engineering (AECE), Ghaziabad, India. https://doi.org/10.1109/AECE62803.2024.10911149
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009
Dr. Ahmed Alhassani is an assistant professor at the English Language Department, King Abdullah Air Defense College. He earned his Ph.D. in Applied Linguistics and Second Language Acquisition from Dublin city University. His Master’s was in Applied Linguistics and Teaching English to Speakers of Other Languages from the University of Liverpool, Uk. (2013). His research interests include Corpus linguistics, second‑language acquisition and EFL teaching and learning. ORCID ID: https://orcid.org/0009-0006-4769-8030