SACM - Ireland
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9656
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Item Restricted Exploring The Effective Use of AI Tools (Copilot) in the Teaching of English Grammar to First Year Saudi Undergraduate Students in Saudi Arabia(Saudi Digital Library, 2026) Almeshal, Ziyad Abdulaziz M; Murray, LiamThis thesis investigates the role of Copilot in helping first-year Saudi undergraduate students to understand and use English grammatical items more effectively. The study investigates familiar challenges in English as a foreign language (EFL) classrooms, where many students study grammar for years but still struggle to apply correct forms accurately and confidently in context. In Saudi Arabia, this difficulty is shaped by teacher-centred instruction, limited communicative practice, and restricted exposure to English outside the classroom. Based on this background, the study examines whether Copilot, as a GenAI tool, can provide useful support for grammar learning without replacing the teacher's role. A mixed methods design was used to explore both measurable change and students’ experiences. Quantitative data were collected through pre- and post-tests and questionnaires, whereas qualitative data were collected through open-ended responses, semi-structured interviews, and classroom observations. This design allowed the researcher to examine not only whether improvement occurred but also students’ views and experiences regarding the use of Copilot, what they found helpful, and where difficulties persisted. The findings revealed that Copilot supported student learning in several ways. Test results showed an overall improvement in grammatical accuracy, with clear enhancements revealed with English verb tenses, such as in the present continuous, past continuous, and past simple. Students also reported that Copilot provided simple explanations, immediate feedback, and opportunities to ask the same questions repeatedly without embarrassment or fear of judgment. Over time, many students became more focused in their interactions with the tool and more confident in discussing grammar problems. At the same time, the study also provided limitations related to the use of the tool. Some students faced technical problems, unclear explanations, misunderstandings, and uncertainty about the reliability and trust of responses. These results suggest that Copilot can support grammar learning, but its impact depends on guided use, classroom structure, and students’ ability to engage with it thoughtfully rather than passively accepting its suggestions. The study argues that Copilot is best understood as a supportive pedagogical tool rather than a substitute for teaching, with both potential and limitations in learning English grammatical tenses and language learning in general. Moreover, it suggests that AI tools should be integrated in a balanced way to prevent students’ overreliance while maintaining their supportive nature.16 0