Views: 2,395
Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No> 3. 2026. Pp.195-211
Translation Department, College of Languages, Nawroz University-Duhok
Kurdistan Region, Iraq
Artificial Intelligence-powered educational tools are increasingly shaping language learning worldwide; however, there is still limited research on how EFL learners in multilingual contexts perceive and experience these technologies. This study investigates the perceptions of English as a foreign language (EFL) learners at Nawroz University in the Kurdistan Region of Iraq regarding AI language-learning tools. Understanding these perceptions is crucial for effective pedagogical integration in culturally diverse educational settings. The study employs a mixed-methods design, utilizing a 28-item Likert-scale questionnaire (7-point scale) organized into six primary constructs derived from the Technology Acceptance Model and Constructivist Learning Theory. The researcher administered the questionnaire via the SurveyMonkey platform to 112 participants through academic communication channels, receiving 100 responses. The findings revealed positive insights into AI language-learning tools: 71% of participants reported increased confidence in their English, and 56% indicated that they received adequate learning support. The key factors identified included personalized learning pathways, immediate feedback, pronunciation exercises, and interactive dialogue capabilities. The study found noticeable improvement across several language skills, particularly in speaking confidence and grammatical accuracy. At the same time, educators need to take into account cultural contexts, levels of technological literacy, and the role of human instruction when implementing AI tools. Understanding learners’ perceptions of AI language tools can therefore offer teachers useful guidance for integrating AI-supported learning in multilingual EFL settings.
Khalid, M.W. (2026). Investigating EFL Learners’ Perceptions of the Use of AI Language Tools: A Mixed-Method Study. Arab World English Journal, Special Issue on Artificial Intelligence, (3):195-211
Abdulaziz Aldawood, A., & Almeshari, F. (2019). Effects of learning culture on English-language learning for Saudi EFL students. Arab World English Journal (AWEJ) Volume, 10. https://dx.doi.org/10.24093/awej/vol10no3.23
Azeez, P. Z., & Al Bajalani, F. R. (2018). Effects of mobile assisted language learning on developing Kurdish EFL students: Listening sub skills at Koya University. Koya University Journal of Humanities and Social Sciences, 1(1), 85-95. https://doi.org/10.14500/kujhss.v1n1y2018.pp85-95
Barzinji, P. A. (2024). Implications and insights: A comprehensive review of English language teaching research in Iraqi Kurdistan. Studies in Literature and Language, 28(1), 22-30. http://dx.doi.org/10.3968/13321
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311. https://doi.org/10.1111/weng.12462
Cheng, T. (2022). The application of a web-based scientific computing system in innovation and entrepreneurship. Discrete Dynamics in Nature and Society, 2022(1), 1453889. https://doi.org/10.1155/2022/1453889
Clark, V. P., & Ivankova, N. V. (2017). Mixed methods research. The Journal of Positive Psychology, 12(3), 305-306.https://doi.org/10.1080/17439760.2016.1262619
Creely, E., Barnes, M., Tour, E., Henderson, M., Waterhouse, P., Pena, M. A., & Patel, S. V. (2025). Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners. ReCALL, 37(Special Issue 2), 174-190. https://doi.org/10.1017/S0958344024000314
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Feng, L. (2025). Investigating the effects of artificial intelligence-assisted language learning strategies on cognitive load and learning outcomes: A comparative study. Journal of Educational Computing Research, 62(8), 1961–1994. https://doi.org/10.1177/07356331241268349
Godwin-Jones, R. (2019). In a world of SMART technology, why learn another language? Journal of Educational Technology & Society, +22(2), 4-13. https://doi.org/10.30191/ETS.201904_22(2).0002
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
Hosseini, Z., & Kamal, A. (2012). Developing an instrument to measure perceived technology integration knowledge of teachers. International Magazine on Advances in Computer Science and Telecommunications, 3(1), 79-89.
Hsu, L. (2019). Using scaffolding and game-based learning to teach EFL writing: A case study of a Taiwanese junior high school. System, 86, 102128. https://doi.org/10.1016/j.system.2019.102128
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79. https://doi.org/10.1007/BF02299477
Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514. https://doi.org/10.1080/20445911.2013.799170
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918. https://doi.org/10.1037/a0037123
Pedro, F. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Paris, France: UNESCO Publishing.
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in the Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
Sato, M., & Loewen, S. (2019). Evidence-based second language pedagogy.Routledge.
Straub, D., Keil, M., & Brenner, W. (1997). Testing the technology acceptance model across cultures: A three-country study. Information & Management, 33(1), 1-11. https://doi.org/10.1016/S0378-7206(97)00026-8
SurveyMonkey. (2024). SurveyMonkey platform [Survey software]. https://www.surveymonkey.com
Tarhini, A., Hone, K., Liu, X., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25(3), 306-328. https://doi.org/10.1080/10494820.2015.1122635
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440. https://doi.org/10.1016/j.compedu.2011.06.008
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Zhao, P., Hassan, A., & Burhanuddin, N. A. N. (2024). A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2415730
Maryam Waleed Khalid is an Assistant Lecturer in the Department of Translation at Nawroz University, Kurdistan Region, Iraq. Her academic interests include the integration of educational technology in language learning, the use of artificial intelligence in EFL contexts, and translation studies. Her research particularly focuses on learners’ acceptance of digital tools, the pedagogical implications of AI-enhanced language learning, and the role of digital literacy in translation education.
ORCID: https://orcid.org/0009-0008-8979-7402