Artificial Intelligence Integration in English Language Teaching: Current Practices, Perceptions, and Future Prospects among Saudi University Lecturers

This study responds to the growing need to understand how artificial intelligence (AI) is reshaping English language teaching (ELT) in Saudi higher education. Despite the rapid advancement and increasing adoption of AI-powered educational technologies, empirical research examining university lecturers’ practices, perceptions, and readiness for AI integration in ELT remains limited. Addressing this gap, the study investigates the extent of AI use among Saudi university English lecturers, explores their perceptions of its pedagogical effectiveness, identifies challenges associated with its implementation, and examines its prospects in language education. Using a quantitative descriptive research design, data were collected through a structured questionnaire administered to English lecturers at King Khalid University. The findings reveal a moderate to high level of AI adoption, with lecturers primarily employing AI tools for lesson planning, feedback provision, instructional support, and the promotion of learner autonomy. Participants generally viewed AI as a valuable pedagogical resource that enhances teaching efficiency, facilitates personalized learning, and improves student outcomes. At the same time, concerns regarding academic integrity, the reliability of AI-generated content, and the risk of excessive dependence on AI technologies were evident, reflecting a balanced and critically informed perspective. The study also highlights important gaps in institutional readiness, including limited access to professional development opportunities and the absence of clear policy frameworks governing AI use in ELT. These findings underscore that effective and sustainable AI integration depends not only on technological availability but also on strong institutional support, continuous teacher training, and well-defined ethical guidelines. By providing empirical evidence from the Saudi higher education context, this study contributes to the emerging literature on AI-enhanced language education and offers practical insights for policymakers, educational leaders, curriculum developers, and teacher educators seeking to promote the responsible, effective, and pedagogically sound implementation of AI in higher education.