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All Journal Jurnal Arbitrer
Mudhsh, Badri Abdulhakim
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Languange, Linguistic, Communication & Media

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To What Extent Has Artificial Intelligence Impacted EFL Teaching and Learning? A Systematic Review Al-Raimi, Mohammed; Mudhsh, Badri Abdulhakim; Muqaibal, Muna Hussain; Al-Yafaei, Yasir
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.399-412.2024

Abstract

Utilizing artificial intelligence (AI) technologies in EFL teaching and learning has brought about unimaginable opportunities to enhance learners’ fluency and proficiency in the target language as it is evident that employing AI tools helps learners develop their language skills, enhance engagement and motivation, ease foreign language anxiety, and ultimately acquire the target language. This meta-analysis aims to find out to what extent AI has impacted EFL teaching and learning by providing a systematic review of research papers published from 2020 to 2023. The review concentrated on four areas of EFL contexts: AI in EFL contexts, learners’ and teachers’ perceptions of AI tools, EFL learners’ motivations and engagements towards AI tools, and the integration of AI tools in language skills. The automated model developed by Guan et al.’s (2020) to collect published work from numerous databases such as Scopus, Web of Science, ERIC, Semantic Scholar, and Google Scholar was adopted. Findings of this review exhibit that employing AI technologies in the EFL settings has significantly benefitted the process of teaching and learning resulting in the mastery of the productive skills on the part of learners. On the other hand, the review shows there is a current lack of research related to receptive skills. As far as the learners’ and teachers’ perspectives regarding the integration of AI tools are concerned, the review voiced favourable perceptions concerning utilizing AI tools; however, the pedagogical implications of utilizing AI tools from the teachers’ point of view have been insufficiently addressed by research conducted so far. Eventually, the current review outlined significant implications that provide a strong foundation for future research.
Traditional Strategies and AI-Integrated Strategies in Learning English among EFL Omani Students Jomaa, Nayef; Mudhsh, Badri Abdulhakim; AlGhafri, Khalid
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.368-382.2025

Abstract

This study examines the impact of gender and academic levels on using both traditional and AI-integrated learning strategies among EFL Omani students. This quantitative study utilized a questionnaire with a five-point Likert scale based on Oxford’s Strategy Inventory for Language Learning (SILL) and other AI-related items adapted from current studies, including 152 students from a public Omani university. The research instrument was expert-reviewed, followed by a pilot study, and the main data were analyzed using SPSS, namely t-tests and ANOVA. Out of 35 question items related to traditional learning strategies, Omani female learners outperformed male students in 26 items, significantly in writing new words (F= 4.00, M= 3.63), online English classes (F= 3.36, M= 2.99), practice grammar (F= 3.56, M= 3.01), and learn pronunciation (F= 4.44, M= 3.78). Similarly, Omani female learners outperformed male learners in all nine AI-based strategies, namely AI tools to enhance speaking (F= 3.44, M= 3.15), learn pronunciation (F= 3.54, M= 3.19), and improve writing (F= 3.43, M= 3.25). Students’ academic levels also affected some strategies like listening, speaking, and pronunciation; higher-level students preferred interactive approaches related to AI compared with lower-level students. However, AI tools for learning grammar and writing were less commonly used. These findings suggest that integrating traditional and AI-assisted strategies could support learning foreign languages. Consequently, educators should encourage active engagement in AI-based learning while addressing students’ dependence on traditional strategies.
Co-Authors Al-Raimi, Mohammed Al-Yafaei, Yasir AlGhafri, Khalid Jomaa, Nayef Muqaibal, Muna Hussain