Enhancing Srcond Language Acquisition in Higher Eduacation in Sharura Province, Saudi Arabia Through AI Tools: The Case of ChatGPT

Abstract

This study investigates how first-year university students in Sharura engage with and perceive ChatGPT as a supportive tool in their English language learning. The primary objectives were to explore students’ experiences with ChatGPT, identify the benefits and challenges of its use, and examine its potential role in enhancing second language acquisition (SLA) within under-resourced educational contexts. A qualitative research design was employed, involving a purposive sample of seven students, each representing one of seven different academic departments, to capture diverse disciplinary perspectives. Data were collected through semi-structured interviews, which allowed for in-depth exploration of participants’ interactions with ChatGPT. Thematic analysis was used to identify recurring patterns and key themes across the interviews, while learner trajectory analysis highlighted individual differences in how students’ use of ChatGPT evolved. The findings revealed five major themes: increased learner confidence and empowerment, concerns about dependency on AI tools, practical benefits related to time efficiency, skill-specific improvements in grammar and vocabulary, and mixed attitudes towards formal classroom integration of ChatGPT. Participants valued ChatGPT’s immediate feedback and emotional support but also expressed caution about over-reliance and the potential impact on critical thinking and independent learning. Based on these insights, the study recommends careful and guided integration of AI tools like ChatGPT into language education, emphasizing reflective practice, learner autonomy, and teacher mediation. The research contributes a valuable understanding of AI’s role in under-resourced educational contexts and offers practical implications for educators seeking to leverage technology to support language learning.