Exploring Saudi EFL Learners’ Engagement with ChatGPT: A Mixed-Methods Study of Perceptions, Attitudes, and Intentions

Abstract

This study explores Saudi EFL learners’ perceptions, attitudes, and intentions regarding using ChatGPT as an AI-mediated tool for English language learning. Employing a mixed-methods design, 181 students completed a survey, and 4 participated in follow-up interviews to offer a more nuanced understanding of learner experiences. Quantitative findings reveal high perceived usefulness ( M = 3.9), a generally pleasant user experience ( M = 3.95), and a firm intention to continue using the tool ( M = 3.7). Pearson correlation analysis confirmed significant positive relationships between perception and intention ( r = .797, p < .001) and between attitude and intention ( r = .733, p < .001), thereby reinforcing the explanatory power of the Technology Acceptance Model (TAM) in the Saudi EFL context. Qualitative findings add depth to the statistical trends, showcasing that Saudi EFL considered ChatGPT not merely a functional platform but an emotionally supportive and context-sensitive mediator in their academic language development. Students demonstrated critical agency, using the tool strategically for scaffolding, meaning-making, and managing learning anxiety while remaining vigilant about its limitations. Participants expressed concerns about over-reliance on AI, warning against diminished critical thinking, intellectual complacency, and the erosion of human interaction in education. Framed through the dual lenses of TAM and sociocultural theory, the study argues that learners do not passively adopt ChatGPT; instead, they negotiate its role as a complementary and temporary scaffold that enhances but does not replace human faculties and social learning environments. Thus, the study underscores the need for pedagogically grounded and ethically informed integration of AI into language education. These findings offer valuable implications for designing more balanced, culturally responsive, and learner-centered approaches to technology use in Saudi EFL classrooms.

Ähnliche Arbeiten