Unlocking Potential: Saudi EFL Male Students’ Perspectives on AI Tools for Enhancing English Writing Proficiency

This study mainly investigates Saudi EFL students’ perceptions of artificial intelligence tools in improving their English writing skills. It sheds light on the challenges and opportunities they face when using Artificial Intelligence-powered writing tools by conducting the main research question: What are the Saudi EFL male students’ views on how AI tools affect their writing skills? Despite the growing integration of artificial intelligence in education, limited research has focused on its application in the context of Saudi EFL. The study seeks to fill this gap by examining how artificial intelligence tools influence students’ English writing proficiency and identifying potential cultural and contextual challenges. The researcher implemented qualitative methodology, utilizing purposive sampling to select 20 male students from the Languages and Translation Department at the University College of Haql, University of Tabuk. The participants, who were in their fourth level of study and enrolled in the Writing 1 course, participated in this group interview. Thematic analysis was employed to analyze the interview data. The findings showed that AI tools were generally beneficial for improving grammar, vocabulary, and writing confidence, but students noted limitations in the feedback’s contextual accuracy and cultural appropriateness. The challenges highlighted included incorrect suggestions, a lack of personalized feedback, and issues with formal tone and cultural nuances in writing. In conclusion, while AI tools offer valuable support for EFL students, it is essential to integrate AI with traditional methods through Vygotsky’s Sociocultural Theory to foster a balanced writing approach, contributing to pedagogy by enhancing AI-driven and instructor-guided learning while informing AI tool development to support Saudi EFL male students better