From Pedagogy to Research: Exploring ChatGPT’s Transformative Role in Saudi EFL Educational Innovation and Scientific Research

Abstract

AI-powered tools, particularly ChatGPT, are significantly transforming learning, pedagogy, and research globally. This study employed a mixed-methods approach to investigate the perspectives and experiences of Saudi EFL learners and instructors regarding the impact of ChatGPT on learning, engagement, assessments, academic research, and its integration into Saudi EFL classrooms.  It combined quantitative data from Saudi EFL learners through a structured questionnaire with qualitative insights from EFL instructors to develop a comprehensive understanding. The quantitative analysis demonstrated a generally positive attitude among students towards integrating ChatGPT into English language learning. High mean values across all three domains indicate that ChatGPT is viewed as a versatile educational partner, improving learning, assessment, and research capabilities.  In contrast, qualitative insights from EFL instructors echoed these findings, although they also expressed concerns about possible adverse effects on students' creativity and analytical skills. Despite these concerns, the overall findings suggest that ChatGPT is a significant educational partner that fosters student learning and pedagogical innovation.  These findings support the role of AI-assisted instruction in improving English-language proficiency and promoting autonomous learning, aligning with Saudi Vision 2030, despite concerns regarding over-reliance and academic integrity.