Investigating the Role of AI Tool Interactions in Enhancing English Language Acquisition Among Saudi College Students

This study examines how Saudi college students learning English as a second language utilize artificial intelligence tools, particularly ChatGPT, to enhance language acquisition. Traditional grammar translation still dominates English instruction in Saudi Arabia, but artificial intelligence chatbots offer personalized, interactive, and engaging second language learning opportunities. While traditional grammar-translation methods dominate English instruction in Saudi Arabia, artificial intelligence chatbots provide new opportunities for personalized, interactive, and engaging second language learning. The study uses Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Communicative Language Teaching principles to develop a qualitative design with purposive sampling and semi-structured interviews of ten college students. Thematic analysis revealed three major findings: (1) students demonstrated limited artigificial intelligence literacy and institutional support for these tools in language learning; (2) students used ChatGPT primarily for writing assistance, brainstorming, and translation, often without critical reflection or feedback revision; and (3) attitudes toward ChatGPT ranged from optimism about its benefits to concerns about over-reliance and lack of trust. While artificial intelligence tools promise to enhance second language acquisition, the study highlights key barriers, including a lack of training, pedagogical integration, and human interaction. The findings call for curriculum reform, teacher training, and the development of culturally responsive strategies to integrate artificial intelligence effectively. This research contributes localized insights into the role of artificial intelligence in non-Western EFL contexts and offers recommendations for future policy and practice.