Exploring the Impact of AI on Teaching and Learning in Higher Education: A Case Study of EFL Students in Saudi Arabia

The purpose of this systematic review is to explore the role of artificial intelligence (AI) in the teaching and learning of English as a Foreign Language (EFL) in higher education institutions in Saudi Arabia. This paper aims at reviewing the manner in which AI technologies are being applied in language learning and teaching and the manner in which technologies are helping students and teachers to engage with students and improving their productivity. The search was approached systematically using subject databases such as Scopus and Web of Science using specific keywords and Boolean operators to narrow down the search results. The rather narrow selection criteria were applied to limit the reviewed sources to peer-reviewed articles that were published in between 2019 and 2024, and focused on paradigms of implementing AI in EFL learning. The admission of quality assessment tools such as PRISMA guidelines helped in maintaining the credibility of the selected articles. The study establishes the use and value of AI in learning whereby students are presented with more individualized lessons and motivation by gaming and interactive features. On the other hand, some limitations like ethical dilemmas, bias in AI systems, and potential modification and professional development requirements of the teachers were recognized. Finally, the implications of the review for educators and policymakers in Saudi Arabia are highlighted alongside the limitations of the study. Recommendations for the future research studies of AI are made in order to continue the studying of the effects of AI on language acquisition and on the enhancement of specific skills of EFL learners.