Saudi University EFL Students' Experiences With AI-Powered Games for Learning English Vocabulary

Abstract

The purpose of this study is to explore the attitudes of Saudi EFL university learners regarding the use of AI-generated games in the process of learning English vocabulary. This mixed-methods study includes 150 responses to the questionnaire and 10 responses to a structured interview. The results of the mixed research show that most students use AI tools in learning vocabulary or playing games such as Duolingo, Quizlet, Kahoot, and WordUp. Although most respondents claim to be satisfied with AI-based games, which are interactive, amusing, and effective for retaining vocabulary, the questionnaire analysis indicates that AI games enhance vocabulary size, contextual understanding, and language abilities. At the same time, the students face multiple problems, such as technical difficulties, lack of access to the internet, lack of assistance, and an inappropriate level of gaming content. As far as gaming is concerned, the proposed solutions are increased teacher involvement, training workshops, a better selection of feedback tools, and Arabic translation to help comprehend the message. The interview data partially supports this, with results showing that AI use generally has a positive effect in stimulating interest and autonomy and reducing anxiety. In total, the findings seem to support the creation of authentic and engaging contextual vocabulary learning environments with the help of AI games. However, the positive outcomes will only be instrumental once the instructional, technical, and contextual problems are addressed by means of high-quality training and adjustments in the level of difficulty and integration.