Comparing Lecturers and Students Attitude towards the Role of Generative Artificial Intelligence Systems in Foreign Language Teaching and Learning

Mahrous Alkolaly; Hanan Hatamleh; Nidal Al-Shamali; Mohamad Khasawneh; Mohammad Tashtoush

doi:10.48161/qaj.v5n3a1583

Authors

Mahrous M. Alkolaly Department of Arabic Language and Literature, Sultan Qaboos University, Muscat 123, Oman;
Hanan A. Hatamleh Department of Basic Human Sciences, AL-Huson University College, AL-Balqa Applied University, Salt 19110, Jordan;
Nidal Al-Shamali Faculty of Education and Arts, Sohar University, Sohar 311, Oman; Princess Alia University College, AL-Balqa Applied University, Salt 19110, Jordan;
Mohamad A. S. Khasawneh Special Education Department, King Khalid University, Abha 61421, Saudi Arabia;
Mohammad A. Tashtoush Faculty of Education and Arts, Sohar University, Sohar 311, Oman; Department of Basic Sciences, AL-Huson University College, AL-Balqa Applied University, Salt 19110, Jordan.

DOI:

https://doi.org/10.48161/qaj.v5n3a1583

Keywords:

artificial intelligence, foreign language teaching and learning, exploring, variation, attitude towards, leveraging generative artificial intelligence.

Abstract

This paper investigated the difference in the opinions of lecturers and students on the use of generative AI (GenAI) systems in teaching and learning a foreign language. The study also sought to establish the perception and attitude of the foreign language students toward using GenAI in learning the foreign language. The current study employed a quantitative research approach to evaluate the current sample of lecturers and students’ attitudes toward the implementation of Generative AI (GenAI) systems in teaching and learning foreign languages. The sample involved 45 lecturers and 493 postgraduate students in foreign languages from Saudi Arabia. The survey questionnaire contained items based on the UTAUT model, which includes 15 items, of which four are based on performance expectancy, four on effort expectancy, three on social influence, and four on facilitating conditions. The survey took the form of Google Forms shared on social media and email. The data collected was analysed using descriptive statistics, and t-test results were obtained to see the overall influence of two sets of behavioural perceptions of the two groups. A comparative analysis of the attitudes reveals that lecturers had a positive optimism with relative efforts and facilitating conditions needed for the adoption and integration of GenAI in FL education (Mean = 4.29, SD = 0.79, Variance = 0.81, t = 2.45, p= 0.015). On the other hand, the students showed positive acceptance, usage and application of GenAI models in facilitating their academic engagements in FL education (mean = 7.58, sd = 0.42, variance = 0.18, t = 12.75 p = 0.001). It is thus concluded that while university lecturers are careful to fully accept and integrate GenAI models in FL teaching, their students overwhelmingly accept GenAI.

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