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Perceptions of Yemeni EFL Students on the Use of AI Tools: Awareness, Frequency, and Preferred Applications

Author

Listed:
  • Abdulrahman Mokbel Mahyoub Hezam

    (Department of Languages and Translation, Taibah University, Saudi Arabia)

  • Adel Ahmed Abdullah Al-Mekhlafy

    (Department of Languages and Translation, Queen Arwa University, Yemen)

  • Rian Abdulrahman Moqbel Mahyoub

    (Ph D scholar, Department of Education, EFLU, Hyderabad, India)

Abstract

This study explores Yemeni EFL students' perceptions of using AI tools in their English language learning, focusing on awareness, frequency of use, and preferred applications. AI-powered tools like ChatGPT, Duolingo, and Grammarly offer personalized, interactive learning experiences that are especially valuable in regions with limited educational resources. The research utilized an online survey distributed via WhatsApp to gather data from Yemeni undergraduate students. Results indicate that while many students are familiar with AI tools and use them regularly for tasks such as vocabulary building and grammar checking, barriers like limited internet access and high AI tool costs remain significant. The study highlights the potential benefits of AI tools in accelerating learning, enhancing autonomy, and providing personalized feedback while addressing the need for improved infrastructure and support in under-resourced areas. The findings provide valuable insights for educators, policymakers, and AI developers to enhance the effectiveness and accessibility of AI tools in language learning, particularly in conflict-affected regions like Yemen.

Suggested Citation

  • Abdulrahman Mokbel Mahyoub Hezam & Adel Ahmed Abdullah Al-Mekhlafy & Rian Abdulrahman Moqbel Mahyoub, 2024. "Perceptions of Yemeni EFL Students on the Use of AI Tools: Awareness, Frequency, and Preferred Applications," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 6(4), pages 47-56, September.
    • Handle: RePEc:alk:ijels0:v:6:y:2024:i:4:id:8068
    DOI: 10.32996/ijels.2024.6.4.7
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