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Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.349-365
English Language Institute (ELI), Jeddah University, Al Faisaliyyah, Jeddah, Saudi Arabia
English Language Institute (ELI), Jeddah University, Al Faisaliyyah, Jeddah, Saudi Arabia
English Language Institute (ELI), Jeddah University, Al Faisaliyyah, Jeddah, Saudi Arabia
In the evolving landscape of education, Artificial Intelligence tools are increasingly integrated into English as a Foreign Language classroom to enhance students’ writing skills. This study examines the perceptions of female Saudi learners of English as a Foreign Language at the University of Jeddah regarding the utilization of Artificial Intelligence tools to enhance writing skills. Examining Saudi EFL learners’ perceptions and experiences of using Artificial Intelligence tools to support their writing development can contribute to language teachers’ and technology developers’ understanding of the processes and practice implications around using Artificial Intelligence-based tools to support EFL teaching and learning. Therefore, this study addresses these questions: What are the EFL learners’ perceptions of using ChatGPT in language learning? What impact does the use of Artificial Intelligence have on writing competency? What are the limitations of using Artificial Intelligence-based tools in students’ English language writing skills? The study uses mixed methods, including questionnaires and semi-structured interviews, to explore learners’ attitudes, perceived benefits, and drawbacks of Artificial Intelligence on their writing proficiency. The study revealed that students valued Artificial Intelligence technologies for learning and had positive experiences utilizing them. They appreciated the prompt responses of Artificial Intelligence technologies to their inquiries, the assistance in grammatical accuracy, and the support in vocabulary development. Conversely, the students identified issues associated with utilizing Artificial Intelligence tools to enhance writing. The findings underscore the importance of incorporating Artificial Intelligence technology into education, considering curriculum development and teacher training to optimize technological advantages. Future studies should explore cultural contexts and expand the applicability of Artificial Intelligence in language acquisition.
Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL Learners’ Perceptions of Using Artificial Intelligence and its Impact on their Writing Skills. Arab World English Journal, 16(1):349-365.
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Abeer Alyami is an Assistant Professor of TESOL at the University of Jeddah, with a Ph.D. in Linguistics from
Macquarie University. She has over ten years of experience in teaching and research, specializing in TESOL
and applied linguistics. Abeer’s research interests include artificial intelligence in education and pragmatic
competence in ESL learners. ORCID ID: https://orcid.org/0000-0002-0087-1450
Sara Alotaibi is an assistant professor at the English Language Institute at the University of Jeddah. She has
a PhD in Applied Linguistics and ELT from the University of Nottingham, England. Her research focuses on
formulaic languageac quisition in the L2. Email: salotaibi@uj.edu.sa
ORCID ID: https://orcid.org/0000-0001-5526-4925
Waheeda Khan is a faculty member at the English Language Institute at the University of Jeddah, Saudi Arabia.
For the past 18 years, she has taught adult learners English as a second language. She holds a Master in TESOL
and Applied Linguistics from the University of Leicester. Email: waheeda335@gmail.com
ORCID ID: https://orcid.org/0009-0006-5857-9993