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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No 3. 2026. Pp.287-302
Educational Sciences Department, Faculty of Education, Turabah College,
Taif University, Taif, Saudi Arabia
Rapid advances in generative artificial intelligence (AI) have transformed education, yet little is known about how English as a foreign language (EFL) teachers, particularly in non-Western contexts, perceive and integrate tools such as ChatGPT. This study investigated Saudi university EFL teachers’ perceptions, readiness, and behavioral intention regarding ChatGPT, as well as how they integrate it into higher education. Employing a convergent mixed-methods design, this study collected data from 69 teachers through a structured questionnaire comprising four validated scales—perceived pedagogical impact, readiness, behavioral intention, and integration—followed by open-ended questions. Quantitative analyses (descriptive statistics, t-tests, and analyses of variance) revealed generally positive attitudes toward ChatGPT’s pedagogical value, with significant gender differences showing greater perceived impact, readiness, and integration among male participants. Age and teaching experience did not result in significant differences, whereas academic position showed significant effects, with associate professors reporting the highest readiness and integration scores. However, the qualitative findings showed that senior teachers emphasized ethical accountability and institutional policy needs, whereas younger teachers highlighted innovation and workload reduction. Thematic analysis identified three overarching themes: pedagogical enhancement, ethical caution, and institutional barriers. Overall, Saudi EFL teachers appear to be moving from experimentation to strategic, responsible integration of ChatGPT. The findings extend the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) by underscoring the importance of ethical reflection and institutional readiness as critical mediators of sustainable AI adoption in language education.
Alsuwat, S. E. (2026). Adoption of ChatGPT in Saudi EFL Higher Education: Perceptions, Institutional Readiness, and Ethical Awareness Among University Professors. Arab World English Journal, Special Issue on Artificial Intelligence, (3):287-302
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Sami E. Alsuwat is an Assistant Professor in the Department of Educational Sciences at Taif University. His research interests include EFL teaching methods, curriculum development, and educational research, with a particular focus on integrating digital tools and online pedagogies to enhance English instruction and learner engagement. ORCID: https://orcid.org/0000-0002-3685-867X