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Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.435-452
Language Learning Center, Department of Languages and Translation
Faculty of Arts and Humanities, Taibah University
Madinah, Kingdom of Saudi Arabia (KSA)
Generative artificial intelligence is increasingly embedded in university students’ English language learning, yet its educational value depends on students’ AI literacy. This study examined whether first-year EFL undergraduates’ AI literacy predicts their perceived English language development in generative AI-supported learning contexts. The study investigated 618 first-year EFL undergraduates enrolled in compulsory English courses at Taibah University, Saudi Arabia. The study examined relationships among AI tool use, AI literacy competencies, and perceived English language development, with attention to differences by gender and academic major. The study is significant because generative AI use in university English courses requires critical, ethical, and purposeful learner engagement. Using a quantitative, cross-sectional predictive correlational survey design, the study assessed AI tool use, AI literacy competencies, and perceived English language development. AI literacy was operationalized across learning-oriented AI use, prompting and task management, critical evaluation and verification, and academic integrity and privacy. Results showed high AI tool use, high AI literacy, and high perceived English language development. No significant differences were found by academic major, and no gender differences appeared in the AI literacy competency total score. However, female students scored significantly higher in critical evaluation and verification. Regression analyses showed that all AI literacy domains significantly predicted perceived English language development, with critical evaluation and verification as the strongest predictors. The total score for the AI literacy competency explained 53.8% of the variance. The study recommends integrating AI literacy instruction into EFL courses, especially verification, responsible prompting, ethical use, and critical evaluation.
Alharbi, N. S..(2026). AI Literacy as a Predictor of Perceived English Language Development in Generative AI-Supported EFL Contexts. Arab World English Journal (AWEJ) Special Issue on CALL, Vol. 17. (12).435-452
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Noof Saleh Alharbi is an Assistant Professor in the Language Learning Center at the Department of Language and Translation, Faculty of Arts and Humanities, Taibah University, Saudi Arabia. She earned her PhD from the University of Exeter, UK, and her master’s degree from Taibah University. Her academic background focuses on English curriculum and teaching methods. Her research interests include ESL/EFL, teaching methods and approaches, and English language skills.ORCID ID: https://orcid.org/0000-0002-4745-9156