EFL Teachers’ Perceptions of AI-Integrated English Learning Platforms in Saudi Arabia Within the Context of Vision 2030
DOI:
https://doi.org/10.17507/tpls.1609.34Keywords:
artificial intelligence, EFL teachers, AI-integrated platforms, perceptions, Saudi Vision 2030Abstract
This study sought to investigate the perceptions of EFL teachers in Saudi Arabia regarding the benefits, challenges, ethical implications, and institutional support necessary to adopt AI-integrated English learning platforms. Using a quantitative, descriptive survey design, a structured online questionnaire was developed, and data were collected from a convenience sample of 168 EFL teachers in the Kingdom of Saudi Arabia (KSA). The results showed that EFL teachers were cautiously optimistic about adopting AI-integrated platforms and acknowledged their potential benefits. These benefits, however; are tempered by serious concerns that the unethical use of AI might weaken students’ critical thinking skills and increase the risk of academic dishonesty. EFL teachers also expressed a strong need for clear institutional support, which includes ethical guidelines, policies and professional development that integrates technical and pedagogical strategies. The study demonstrated that the dimensions of benefit perception differed significantly by years of experience: early-career, proficient, and advanced teachers perceived the benefits more favorably than their expert counterparts. Regarding the other dimensions—challenges, ethics, and institutional support—there were no significant differences from experience. The study highlighted that the educational stakeholders should develop strong governance policies, provide targeted professional development, and implement pilot projects to ensure effective and ethical use of AI-integrated English learning platforms.
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