Artificial Intelligence Integration in Saudi TESOL: Students’ Perceptions, Ethical Readiness, and Institutional Implementation Needs
Keywords:
perceptions; readiness; artificial intelligence in TESOL; ChatGPT and Grammarly; student-centered language learning, Implementation NeedsAbstract
Artificial intelligence (AI) technologies such as ChatGPT and Grammarly are reshaping English language learning by delivering adaptive, real-time feedback and personalized instructional support that strengthens both the cognitive and affective dimensions of language acquisition. In Saudi Arabia, where educational reform and digital transformation are closely aligned with Vision 2030, AI integration in Teaching English to Speakers of Other Languages (TESOL) classrooms has expanded considerably across universities. Despite this rapid growth, however, empirical research exploring Saudi TESOL learners’ perceptions, practices, and readiness to engage with AI tools in culturally responsive, student-centered environments remains limited. This study examines undergraduate Saudi TESOL students’ perceptions of AI tools, focusing on their pedagogical value, perceived contributions to language development, and associated challenges. Using a quantitative descriptive design, data were collected through a structured questionnaire administered to TESOL students at Saudi universities. The findings indicate that AI tools promote learner autonomy, self-efficacy, engagement, and writing accuracy by offering immediate, individualized feedback and supporting iterative drafting and revision. However, students also reported concerns related to insufficient institutional guidance, limited AI literacy training, technical infrastructure constraints, curriculum misalignment, and risks to academic integrity. The study concludes that AI is most effective as a complementary pedagogical partner and recommends structured governance policies, systematic professional development, and culturally responsive implementation frameworks to ensure sustainable and responsible integration.
https://doi.org/10.26803/ijlter.25.3.2
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Copyright (c) 2026 Ali Albashir Alhaj, Majda Babiker Abdelkarim, Eman Mahmoud Alian
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