Learner Attitudes to AI in the EFL Classroom: Ensuring Future-Ready Education in KSA

Abstract

Rapid integration of Artificial Intelligence (AI) in higher education has highlighted the need to understand learner attitudes, mainly within the Saudi English as a Foreign Language (EFL) context, where digital transformation aligns with national educational priorities. Though the Saudi education sector has not been untouched by technology, that has been more in the nature of general applications unlike AI's exceptional cognitive and interactive role, leaving restricted evidence on how Saudi undergraduates perceive its role in academics. This research examines Saudi EFL learners’ attitudes toward AI integration and determines its relationship with academic performance and future-readiness of language education. Study data was obtained from a survey of learners at Majmaah University on the use of AI in EFL classes. These findings were triangulated with data from semi-structured interviews with a limited number of volunteers. Descriptive statistics were used to identify attitudinal trends, Pearson correlation test was used to trace the relationship between AI attitudes and academic achievement. Qualitative responses were thematically analyzed to draw inferences. Results indicated enhanced speaking confidence and academic performance, with EAT showing the strongest effect (B = 0.54,β = 0.43,t = 5.10,p ≤ 0.001),followed by PLE (B = 0.49,β = 0.35,t = 4.56,p ≤ 0.001), suggestive of positive contributions of AI in education in learners’ perception. However, apprehensions about over-dependence on AI, accuracy issues, and need for structured guidance were identified as the obstacles. Overall, the outcomes indicate cautious optimism among Saudi EFL learners and highlight the importance of institutional training, awareness, and clear pedagogical frameworks to ensure responsible and future-ready AI integration in English language education.