Beyond Traditional Language Learning: EFL Student Views on ChatGPT in Saudi Arabia

Abstract

Artificial intelligence-based language learning tools have seen increasing adoption in recent years. ChatGPT, an AI assistant developed by OpenAI, has emerged as a popular supplemental tool for practicing English as a foreign language. However, integrating new technologies into language learning requires understanding how end users perceive and experience them. This study explored the perspectives of EFL students on using ChatGPT at three Western universities in Saudi Arabia. The main aim of this study was to explore EFL students’ perspectives on using ChatGPT at three Western universities in Saudi Arabia. This research bears critical significance in optimizing the implementation and design of AI-assisted language learning tools. The primary question addressed was “What are EFL students’ perceptions of the effectiveness and usability of ChatGPT as a supplemental language learning tool?”. A primary quantitative study methodology has been used in the paper. A questionnaire gathering data on perceptions of usability, effectiveness, and impact on learning was distributed to 299 university EFL students. Descriptive statistics and chi-square tests were conducted to analyze the responses. The findings showed that students held a moderately positive view of ChatGPT, seeing it as enhancing understanding and communication abilities in English language learning. Ease of use also significantly impacted students’ preferences and intent to continue utilization. While engagement levels varied, many reported weekly usage of ChatGPT. Gauging EFL learners’ perceptions provided insights that can help tailor AI language tools to better align with individual needs and profiles.