Using Artificial Intelligence in English As A Foreign Language Classrooms: Ethical Concerns and Future Prospects

Abstract

This qualitative study aimed to explore how teachers of English perceive the advantages and disadvantages of using artificial intelligence by Saudi students who study English as a Foreign Language. The study used semi-structured interviews to delve into teachers’ pedagogical beliefs, ethical concerns, and expectations regarding using artificial intelligence tools by Saudi students, using the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University as a case study. The main research question focused on examining the positive and negative impacts of artificial intelligence on students’ language performance. The study findings revealed several themes from teachers’ interviews, including strategies for implementing artificial intelligence in the classroom, the impacts of artificial intelligence on students’ language proficiency, and the importance of guiding students to effectively use artificial intelligence applications. The findings also highlighted teachers’ expectations for expanding open-source language learning online channels and the widespread use of robots in English classrooms. The study recommends aligning professional development programs with language curricula to equip teachers with the necessary skills for effectively integrating artificial intelligence technologies into the classroom. The significance of this study stems from its contribution to the current debate on using artificial intelligence in education, presenting empirical evidence on its impacts on students’ language performance.