Exploring Saudi EFL Learners’ Perceptions and Use of AI-Powered English Learning Platforms in the Context of Vision 2030
Keywords:
Artificial intelligence, EFL learning, Saudi Arabia, Technology Acceptance Model (TAM), Vision 2030, CALL, student perceptions
Abstract
This study examines how Saudi EFL students perceive and use AI-based learning tools in English based on the technology acceptance model (TAM) and Saudi Vision 2030. A quantitative descriptive approach was employed in the collection of data via a questionnaire completed by 68 Saudi male undergraduate students in the public universities. As the results have shown, the level of awareness of AI tools was very high (83.8%), and the most used platforms were ChatGPT, Duolingo, and Grammarly. Although the level of awareness of AI tools was high, the actual use of the tools was rather low among students. Students displayed fairly favourable attitudes concerning the usefulness of AI and the benefits of engagement, but reported difficulties associated with overdependence, privacy concerns, and a lack of Arabic compatibility. Overall, the results demonstrate a balanced optimism and propose institutional policies, ethical education, and AI literacy to facilitate successful implementation in Saudi higher education.
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References
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3. Alenezi, A. (2025). AI Formative Assessment in Saudi Education: A Study across Universities. Journal of Teaching and Learning, 19(4), 284-299.
4. Alharthi, S. M. (2024). Beyond traditional language learning: EFL student views on ChatGPT in Saudi Arabia. Arab World English Journal (AWEJ) Special Issue on CALL, 10, 15–35.
5. Ali, S. E., Ndubuisi, O. G., Obiorah, C. A. R., Aku, U. T., Nesiama, O., Agbakhamen, C. O., & Okoro, O. P. (2025). Ethical standards in research: A professional imperative. International Journal of Innovative Scientific & Engineering Technologies Research, 13(1), 94–104.
6. Alotaibi, H. M., Sonbul, S. S., & El-Dakhs, D. A. (2025). Factors influencing the acceptance and use of ChatGPT among English as a foreign language learners in Saudi Arabia. Humanities and Social Sciences Communications, 12(1), 1-13.
7. Alqaed, M. A. (2024). AI IN ENGLISH LANGUAGE LEARNING: SAUDI LEARNERS’PERSPECTIVES AND USAGE. Advanced Education, 125-142.
8. Altamimi, D. H. F. (2025). Unlocking potential: Saudi EFL male students’ perspectives on AI tools for enhancing English writing proficiency. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, 40–58.
9. Babbie, E. R. (2020). The practice of social research. Cengage Au.
10. Creswell, J. W., & Creswell, J. D. (2018). Research design : qualitative, quantitative, and mixed methods approaches /. SAGE.
11. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340. https://www.researchgate.net/publication/200085965_Perceived_Usefulness_Perceived_Ease_of_Use_and_User_Acceptance_of_Information_Technology
12. Elangovan, N., & Sundaravel, E. (2021). Method of preparing a document for survey instrument validation by experts. MethodsX, 8, 101326.
13. Jamshed, M., Alam, I., Al Sultan, S., & Banu, S. (2024b). Using Artificial Intelligence for English Language Learning: Saudi EFL Learners' Opinions, Attitudes and Challenges. Journal of Education and e-learning Research, 11(1), 135-141.
14. Jamshed, M., Albedah, F., Hussain, N., & Banu, S. (2025). Assessing the Empowering Efficacy and Perceived Pedagogical Prospects of ChatGPT in the Saudi Arabian Context: A Mixed Method Study. Journal of Language Teaching and Research, 16(3), 1002-1012.
15. Jamshed, M., Almashy, A., Albedah, F., & Warda, W. U. (2024a). Assessing the Efficacy of Artificial Intelligence-Enabled EFL Learning and Teaching in Saudi Arabia: Perceptions, Perspectives, and Prospects. Journal of Language Teaching and Research, 15(6), 1931-1940.
16. Lee, A. T., Ramasamy, R. K., & Subbarao, A. (2025, January). Understanding psychosocial barriers to healthcare technology adoption: A review of TAM technology acceptance model and unified theory of acceptance and use of technology and UTAUT frameworks. In Healthcare (Vol. 13, No. 3, p. 250). MDPI.
17. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1978). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research (DHEW Publication No. (OS) 78-0014). U.S. Government Printing Office.
18. Presser, S., Couper, M. P., Lessler, J. T., Martin, E., Martin, J., Rothgeb, J. M., & Singer, E. (2004). Methods for testing and evaluating survey questions. Methods for testing and evaluating survey questionnaires, 1-22.
19. Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248.
20. Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55.
21. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Published
2025-12-31
How to Cite
Mubarak, R. (2025). Exploring Saudi EFL Learners’ Perceptions and Use of AI-Powered English Learning Platforms in the Context of Vision 2030. European Scientific Journal, ESJ, 21(35), 1. https://doi.org/10.19044/esj.2025.v21n35p1
Section
ESJ Humanities
Copyright (c) 2025 Rami Mubarak
This work is licensed under a Creative Commons Attribution 4.0 International License.
