Investigating The Impact of AI- Driven Chatbots On the Acquisition of English as A Foreign Language Among Saudi Undergraduate Students

The primary aim of this research is to investigate the influence of AI-driven technology, such as chatbots, on the acquisition of English as a foreign language among undergraduate students currently enrolled at Najran University. The present study examines the reported benefits, academic accomplishments, challenges, and overall satisfaction of using chatbots for English language acquisition. However, the process of gathering data for language proficiency assessments is commonly conducted by administering surveys. The surveys gathered measurable data on students' viewpoints regarding the benefits of employing chatbots, as well as their overall satisfaction with these solutions. The research assessed the influence of chatbots on the process of language acquisition by quantifying students' language abilities before and following the implementation of these technological resources. This study also investigates the challenges and limitations associated with implementing chatbots. This study also aims to identify the obstacles associated with chatbot-based language learning systems to get insights into areas that can be enhanced. The findings inform the design and implementation of more effective language learning systems. The research findings significantly contribute to the existing academic literature on novel approaches to foreign language acquisition (FLA) in higher education contexts. The results obtained from this study offer significant insights to educators specializing in language instruction, developers responsible for designing curriculum, and technology experts interested in the effectiveness and limitations of artificial intelligence technologies and chatbots in enhancing the English language learning process. However, the research provides empirically supported recommendations for integrating chatbots into language learning instructional methods and optimizing the effectiveness and involvement of FLA encounters for undergraduate students at Najran University and comparable educational establishments

AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study

The proposed review study aims to explore the role of AI-driven technology and chatbots in enhancing English language learning within the context of second language acquisition. With the increasing integration of technology into language education, AI-driven tools and chatbots have raised as innovative approaches to provide personalized and interactive learning experiences. This review study aims to examine the effectiveness of these tools in improving language proficiency, learner engagement, and learner autonomy. The review involves a comprehensive analysis of relevant literature, including empirical studies, theoretical frameworks, and best practices in the field. The findings reveal that AI-driven technology and chatbots offer numerous benefits, such as individualized feedback, adaptive learning pathways, and authentic language interactions. Moreover, they promote learner’s motivation, active participation, and self-directed learning. However, challenges regarding the design, implementation, and assessment of these tools also emerge. This review study provides insights into the potential and limitations of AI-driven technology and chatbots in English language learning and suggests future directions for research and pedagogical applications in second language acquisition

The Effect of Speaking Anxiety on EFL Saudi Learners' Performance

Anxiety plays a significant role in students' oral performance and achievement in EFL speaking classes. This study applied a mixed-method approach using a questionnaire and semi-structured interviews in order to investigate tertiary level students' English language anxiety at Najran University. It also examines its main causes. In addition, it explores the effects of anxiety on students' performance in EFL classrooms and the role of gender differences on the level anxiety. The study reveals that the main factors that contribute to EFL speaking anxiety among Saudi EFL students are fear of negative evaluation, fear of interaction, fear of perception of others and lack of confidence, respectively. The study also found that female students were more anxious compared to male students in EFL speaking classrooms. In addition, it showed a negative connection between FLA and students' performance in speaking classes in that high-level anxiety students experience poor speaking performance. The study implicates the role of speaking teachers in reducing the anxiety among students. &nbsp