This research explores the views and attitudes of English language teachers and learners in secondary schools in Arar, Saudi Arabia, toward applying artificial intelligence (AI) in language learning/ The study draws on data collected through 15 in-depth interviews with experienced English language teachers and 30 focus groups with students, providing a comprehensive perspective on the impact of AI on language learning. The results revealed a diversity of teachers' attitudes. Some viewed AI as a teaching aid, while others disagreed about its impact on critical thinking and classroom relationships. On the other hand, students expressed enthusiasm for adopting these technologies to enhance their language skills and create a more engaging and interactive learning environment, encouraging each other to use AI tools as an innovative learning tool. The results indicate that confidence in the effectiveness of AI increases as users become more aware of its pedagogical potential and more able to employ it flexibly in different learning situations. The need to provide a supportive environment, including appropriate technical infrastructure and ongoing training, is also highlighted to ensure maximum benefit from these tools. Several factors influence these attitudes, including familiarity with technology, teaching concepts, academic expectations, and cultural diversity. Examining these aspects helps develop a clearer understanding of the effective use of AI in language learning. It provides practical guidance for stakeholders on the best approaches to integrating this technology into education over the long term. Furthermore, the research focuses on providing practical solutions to support general education teachers in using artificial intelligence, through the development of training tools such as e-courses for secondary school teachers, interactive workshops on AI-based classroom management, and educational simulation experiences, in addition to integrating tools such as educational robots and intelligent assistants into the classroom environment.
Alenezi et al. (Tue,) studied this question.