EFL Students’ Perceptions on Using Artificial Intelligence (AI) as a Tool in Developing Reading Comprehension
DOI:
https://doi.org/10.46328/ijtes.7950Keywords:
Artificial Intelligence, EFL, Saudi, Reading comprehension, Technology Acceptance Modal, Saudi Higher EducationAbstract
The growing integration of artificial intelligence (AI) in education has increasingly shaped English as a Foreign Language (EFL) learning experiences. While prior research has largely focused on vocabulary and writing skills, limited attention has been given to the role of AI in developing reading comprehension, particularly within Saudi higher education contexts. This study aimed to investigate Saudi EFL learners’ perceptions and acceptance of AI tools for reading development through the Technology Acceptance Model (TAM). A quantitative approach was employed, with data collected through a structured questionnaire measuring the TAM constructs in addition to reading strategy support. To examine relationships among the constructs, data were analyzed using descriptive and correlational methods. The findings revealed generally positive perceptions toward the use of AI tools, along with significant relationships among TAM variables and the emergence of Perceived usefulness as a key factor influencing the usage of AI tools. Results support the applicability of TAM in explaining AI adoption in EFL reading contexts and highlight the importance of aligning AI tools with specific instructional objectives to ensure effective integration in Saudi higher education. Furthermore, it is recommended that educators integrate AI tools in ways that explicitly support core reading strategies such as skimming, scanning, and summarization. In addition, higher education institutions should establish clear pedagogical guidelines to ensure the effective and responsible integration of AI in EFL learning contexts.
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