The study aimed to explore Saudi English as a Foreign Language (EFL) teachers' awareness and attitudes toward the use of AI-based applications to support teaching practices. It adopted a systematic sequential mixed-method approach, triangulating the data to get a deeper investigation by collecting quantitative and qualitative analysis. Two study instruments were used: a questionnaire with a sample of 55 EFL teachers (38 females and 17 males) and semi-structured interviews with a sample of seven teachers (two males and five females). The quantitative data were analyzed statistically using SPSS. The interviews were transcribed using Readai software, which transforms audio into a writing form and then coded manually. Afterward, the researcher used thematic analysis to reveal emerging themes and findings. The quantitative results showed that EFL teachers have high to moderate awareness and positive attitudes toward AI-based applications supporting their teaching practices. Moreover, teachers' high technological knowledge is the strongest indicator of their positive attitudes toward AI-based applications. However, teachers need to be more aware of the pedagogical contributions of AI and the strategies to apply them effectively in their teaching practices. In addition, the qualitative findings revealed that teachers fear overreliance, which might diminish the human factor in teaching. Also, teachers were concerned about the students' reliance on AI-based applications, which led to issues with academic integrity and misinformation. Based on the findings, the study has implications and suggestions for enhancing teachers' technological pedagogical awareness of AI-based applications in EFL education.
Althaqafi et al. (Tue,) studied this question.