Sociocultural Perspectives on Artificial Intelligence in English Language Learning: Insights from Saudi University Students

Abstract

Artificial intelligence (AI) is increasingly being integrated into educational systems worldwide, offering transformative potential for language learning. This research investigates the sociocultural attitudes of Saudi university students toward AI in English language learning, examining how factors such as age, academic specialization, and economic background influence their perceptions. Data were collected from 341 male students across various disciplines at Prince Sattam University, Saudi Arabia, using a structured questionnaire adapted from the Negative Attitude toward Artificial Intelligence Scale. The findings reveal that students generally hold positive attitudes toward AI, particularly in terms of communication (mean: 3.89) and interaction (mean: 3.70), recognizing its potential to enhance language learning. However, concerns about AI’s social influence and ethical implications were evident, as reflected in the neutral stance on the “Social Influence of AI” subscale (mean: 2.79). Significant differences in attitudes were observed based on educational specialization, with medical students showing the most positive attitudes and law students expressing greater skepticism. Younger students (18-20 years) were more receptive to AI than older students, and those from higher-income families perceived AI as more effective. These findings highlight the importance of considering sociocultural factors when integrating AI into educational settings. The study underscores the need for ethical guidelines, equitable access to technology, and culturally sensitive AI tools to ensure inclusive and effective learning experiences. By addressing these dimensions, educators and policymakers can better align technological advancements with the diverse needs of learners, paving the way for more innovative and responsive educational practices.