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" Saudi International Students’ Perceptions of the Utility of Artificial Intelligence and Intelligent Personal Assistant Tools in EFL Learning "
Almaleki, Wafaa Saad A
Wozniak, Kathryn
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1054518
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| Doc. No
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TL53635
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| Main Entry
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Almaleki, Wafaa Saad A
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| Title & Author
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Saudi International Students’ Perceptions of the Utility of Artificial Intelligence and Intelligent Personal Assistant Tools in EFL Learning\ Almaleki, Wafaa Saad AWozniak, Kathryn
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| College
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Concordia University Chicago
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| Date
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2020
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| Degree
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Ph.D.
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2020
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| Note
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182 p.
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| Abstract
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Advancement in digital technology has resulted in the development of Artificial Intelligence systems, which have found numerous applications in various fields such as economics and engineering. The field of education has also not been left behind in terms of AI adoption. Although the literature illustrates the effectiveness of AI adoption in English as a Foreign Language (EFL learning), there is a scarcity of research on the perception of Saudi students towards AI adoption in EFL learning. Therefore, the current research investigated the perception of Saudi students towards AI usage in EFL learning, and how perception affects their acceptance of AI in EFL learning. Perception was broken down into several independent variables, which include performance expectancy, effort expectancy, social influence, and facilitating conditions while the dependent variable was the frequency of AI usage in EFL learning. The researcher adopted a quantitative cross-section and non-experimental research design to achieve the study objectives. The study sample consisted of 382 Saudi students drawn from various institutions in the United States. Purposive sampling was used to select the sample, and the UTUAT model was used to generate a questionnaire for data collection. Finally, a linear regression model was adopted to determine the association between perception and AI acceptance in EFL learning. The obtained performance expectancy score, facilitating conditions score, and social influence score was 4 of 6 while the effort expectancy score was 5 of 6. It was also noted that the response regarding facilitating conditions in utilizing AI in EFL differed by gender. The study determined that only performance expectancy and social influence significantly predict the variation in the use of AI personal assistants in EFL learning. Therefore, to increase the frequency of using AI personal assistants in EFL learning among Saudi students, developers need to improve the components of the tools that directly enhance performance expectancies. Additionally, it is possible to generalize findings from this study considering the study sample did not only observe gender balance but was also drawn from diverse institutions in the United States.
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| Descriptor
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Artificial intelligence
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Educational psychology
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Educational technology
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English as a second language--ESL
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| Added Entry
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Wozniak, Kathryn
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Concordia University Chicago
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