Saudi EFL learners' perceptions of using artificial intelligence and its impact on their writing skills

Abstract

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.