AI Chatbots in Saudi EFL Higher Education: From Teacher-Dominated Instruction to Student-Centered Learning

Abstract

Proficiency in the English language continues to be mired in numerous hurdles for Saudi leaners: one major problem is hanging on teacher-dominated instruction and GTM. This study aims to look into how Artificial Intelligence chatbots, such as ChatGPT, can redefine it into a more student-centered way of teaching. The research is intuitive and coherent in the context of connectivism and socio-cultural theory in finding relevant evidence whether AI can reduce such teacher domination and improve student autonomy and communicative competence among Saudi undergraduates in the field of English. A mixed-method design was employed, with a quantitative survey (N=72) together with qualitative interviews. The findings indicated that AI use is a strong positive predictor of both student-centered teaching practices and improvements in learner autonomy and communication competence. Moreover, it showed that greater engagement with AI was significantly associated with a more student-centered orientation in learning, increased learner autonomy, and enhanced communicative skills. Qualitative data further supported these findings, suggesting that AI boosts students' confidence and participation. Thus, AI tools present a juncture in the trajectory of Saudi higher education's pedagogical change concerning diminished conventional teacher dominance and a more autonomous student-centered learning environment in line with Saudi Vision 2030.