Views: 442
Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.82-95
Curriculum, Instruction & Educational Technology, College of Education, Taibah University, Madinah, Saudi Arabia
Artificial intelligence is increasingly shaping English language teaching in higher education, yet the pedagogical readiness of faculty members at Saudi universities remains underexplored. This study examined the readiness of faculty members teaching English as a foreign language to integrate artificial intelligence into their practice, using the United Nations Educational, Scientific and Cultural Organisation Artificial Intelligence Competency Framework for Teachers. It also identified priority areas for professional development. The study is significant because it offers a framework-based diagnostic perspective that can support institutional training and policy development in line with national digital transformation goals. A quantitative cross-sectional survey design was employed. Data were collected via purposive sampling from faculty members in the English Department; 61 of the 69 faculty members responded to a structured questionnaire. The instrument measured self-perceived competence, perceived importance, and expected frequency of artificial intelligence use across five competency aspects. Descriptive statistics, reliability analysis, and readiness-gap analysis were used. The findings showed that participants reported moderate competence and moderate expected use, while assigning relatively high importance to artificial intelligence-related practices. This produced a notable readiness gap across all aspects, with the strongest needs concentrated in ethical governance and human-centred pedagogical judgement. The study concludes that professional development should move beyond the use of technical tools to address the responsible, ethical, and pedagogically sound integration of artificial intelligence in language teaching.
AlMarwani, M. (2026). Arab World English Journal (AWEJ) Special Issue on CALL 17.(12)82-95. Mapping Pedagogical Readiness for AI Integration Using the UNESCO AI-CFT in Saudi EFL Higher Education.
Alammari, A. M. (2024). Evaluating generative AI integration in Saudi Arabian education: a mixed-methods study. PeerJ Computer Science, 10, e1879. https://doi.org/10.7717/peerj-cs.1879
Aljabr, F., & Al-Ahdal, A. (2024). Ethical and pedagogical implications of AI in language education: An empirical study at Ha’il University. Acta Psychologica, 251, 104605. https://doi.org/10.1016/j.actpsy.2024.104605
Alnasib, B. N. M. (2023). Factors Affecting Faculty Members’ Readiness to Integrate Artificial Intelligence into Their Teaching Practices: A Study from the Saudi Higher Education Context. International Journal of Learning, Teaching and Educational Research, 22(8), 465–491. https://doi.org/10.26803/ijlter.22.8.24
Al-Othman, A.A.M. (2024). Using Artificial Intelligence in English As A Foreign Language Classrooms: Ethical Concerns and Future Prospects. Arab World English Journal (AWEJ) Special Issue on CALL (10). 85-104. https://dx.doi.org/10.24093/awej/call10.7
Altamimi, D. H. F. (2025). AI integrating in EFL classrooms: A study on lecturers’ adaptation and student outcomes. Arab World English Journal, Special Issue on CALL, 11, 364-379. https://dx.doi.org/10.24093/awej/call11.22
Al-Zahrani, A. M., & Alasmari, T. M. (2024). Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications. Humanities and Social Sciences Communications, 11, Article 432. https://doi.org/10.1057/s41599-024-03432-4
Alzubaidi, K. (2026). Foreword: Artificial intelligence in EFL and academic writing: Pedagogical, ethical, and critical perspectives from global higher education. Arab World English Journal, Special Issue on Artificial Intelligence, 3, 3-4. https://dx.doi.org/10.24093/awej/AI3.1A
Borich, G. D. (1980). A needs assessment model for conducting follow-up studies. Journal of Teacher Education, 31(3), 39–42. https://doi.org/10.1177/002248718003100310
Chan, K. K.-W., & Tang, W. K.-W. (2025). Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model. World Journal of English Language 15(1), 129–145. https://doi.org/10.5430/wjel.v15n1p129
Creswell, J. W., & Guetterman, T. C. (2024). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (7th ed.). Pearson.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2023.100156
Luckin, R., Cukurova, M., Kent, C., & Benedict, J. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076. https://doi.org/10.1016/j.caeai.2022.100076
McKim, B. R., & Saucier, P. (2011). An Excel-Based Mean Weighted Discrepancy Score Calculator. Journal of Extension, 49(2), Article 31. https://doi.org/10.34068/joe.49.02.31
Metwally, A., & Bin-Hady, W. (2025). Probing the necessity and advantages of AI integration training for EFL educators in Saudi Arabia. Cogent Education, 12(1), 2472462. https://doi.org/10.1080/2331186X.2025.2472462
Özer-Altınkaya, Z., & Yetkin, R. (2025). Exploring pre-service English language teachers’ readiness for AI-integrated language instruction. Pedagogies: An International Journal, 20, 584-600. https://doi.org/10.1080/1554480X.2025.2451299
Tran, T. L. N., Le, T. V., & Nguyen, T. L. (2025). Teachers’ perspectives about the benefits, challenges, and strategies for using generative AI in English language teaching. The JALT CALL Journal, 21(3), 102514. https://doi.org/10.29140/jaltcall.v21n3.102514
UNESCO. (2024). AI competency framework for teachers (Digital Education Publications). United Nations Educational, Scientific and Cultural Organisation. https://unesdoc.unesco.org/ark:/48223/pf0000391104
Zaidi, N. N. A., Hashim, H., & Sulaiman, N. A. (2026). Educators’ perceptions and experiences of using artificial intelligence in the English language classroom: A systematic literature review. Arab World English Journal, Special Issue on Artificial Intelligence, 3, 180–194. https://dx.doi.org/10.24093/awej/AI3.12
Zou, D., Xie, H., & Kohnke, L. (2025). Navigating the Future: Establishing a Framework for Educators’ Pedagogical Artificial Intelligence Competence. European Journal of Education, 60(2), https://doi.org/10.1111/ejed.70117
Manal AlMarwani is an associate professor specialising in Educational Research and Development, with a focus on e-learning and ICT in TESOL. Her credentials include accreditation as a Chartered Quality Professional- Member (CQP MCQI), ASQ Certified Manager of Quality Organisational Excellence (CMQ/OE), Academic Accreditation Reviewer (ETEC), Specialist in School Evaluation & Accreditation (ETEC), and serving as a Quality Ambassador (SASO). ORCID: https://orcid.org/0000-0003-0844-4485