Vernacular english literacy practices among language students using AI: A case study in Saudi Arabia.

Abstract

Recent developments in Artificial Intelligence (AI) have encouraged teachers of English as a Foreign Language (EFL) to evaluate its potential benefits to the process of language learning. However, little is currently known about how language learners use AI outside the EFL classroom. Accordingly, this study addresses the underexplored area of informal, AI-mediated English literacy practices among EFL learners. Data from a qualitative case study involving 12 postgraduate students who participated in a focus group and retrospective interviews at a Saudi Arabian university were analyzed. Content analysis revealed the students engaged in English literacy practices using AI, and that these were categorized according to their usage in three domains: (1) practices for English language development, (2) to assist with daily life, and (3) to benefit academic studies. Approximately 50% of AI engagement in the English language aimed to practice the participants' English reading, writing, and speaking skills, while leveraging customized learning opportunities. In addition, examples serving daily life functions were related to personal and vocational activities, and those serving academic life focused on preparing for examinations, academic research, and university assignments. The study therefore defined the concept of AI-mediated English literacy practices, ultimately providing insights into how language students engage in informal AI-mediated literacy practices in EFL settings. Thus, the findings reveal valuable pedagogical insights to inform EFL teachers.