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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
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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