Utilizing Artificial Intelligence (AI) for Vocabulary Learning by Saudi EFL Students: Perspectives, Practices, and Challenges

This study aimed to investigate the perceptions and practices of EFL students regarding utilizing AI tools to learn English vocabulary. It also aimed to explore the possible challenges that EFL students face when they use AI for this purpose. The study used a mixed-methods research design: the quantitative data consisted of responses to a questionnaire with closed-ended questions, while the qualitative data comprised responses to open-ended questions. The data were collected from 176 EFL students at a public university in Saudi Arabia. The quantitative data indicated that the EFL learners generally held positive perceptions of AI-assisted vocabulary learning. The participants considered AI an effective and beneficial tool for enhancing their vocabulary compared to traditional methods of vocabulary learning. The study results revealed that translating words and phrases and learning synonyms and antonyms of words are the instances when Saudi learners most often used AI tools. However, the EFL students reported concerns related to technical issues, the lack of cultural and language context and human interaction intrinsic to AI, and ethical considerations concerning the privacy of their personal data, as well as accuracy issues and bias. The study findings displayed that there was a positive correlation between the EFL students' perceptions and practices regarding utilizing AI tools to learn English vocabulary. This study concludes by providing some recommendations on the use of AI tools to support vocabulary learning and suggestions for future studies.