The paper titled "Incorporating Artificial Intelligence (AI) Tools in EFL Classes at King Khalid University (KKU)" focuses on the integration of AI tools in English as a Foreign Language (EFL) teaching at King Khalid University. The research investigates the perceptions, competencies, and current practices of EFL faculty members regarding AI tools in their teaching, as well as the challenges they face in implementing these technologies.
The purpose of the study is to explore how effectively EFL faculty members at KKU incorporate AI tools into their teaching and learning activities. It aims to identify the connection between faculty members' perceptions of AI's utility and their actual use of AI in teaching. The study also examines variables such as gender, age, and teaching experience in relation to AI integration, along with the obstacles that hinder effective use of AI tools.
The methodology involved a mixed-methods approach, including a quantitative survey with 71 participants and follow-up interviews with 12 participants. The survey was designed to assess faculty members' perceptions and practices regarding AI in EFL teaching, while the interviews provided qualitative insights into their experiences and challenges.
Key findings of the study reveal that while faculty members have a generally positive attitude toward the potential of AI tools, their actual use of these tools in teaching is limited. The study found no significant correlation between the positive perceptions of AI and the frequency of its use in teaching. Additionally, the research highlights significant barriers to AI integration, including a lack of training, resources, and technical support. It also identifies differences in AI use based on gender, age, and teaching experience, with younger and less experienced faculty more likely to use AI tools.
The study concludes that AI has the potential to enhance EFL teaching by providing personalized learning experiences and improving instructional quality. However, successful integration of AI tools requires addressing the identified barriers through professional development, improved technical support, and better access to resources. The research emphasizes the need for ongoing training and support to help faculty members effectively incorporate AI into their teaching practices.