IJIET 2026 Vol.16(8): 2035-2047
doi: 10.18178/ijiet.2026.16.8.2664
doi: 10.18178/ijiet.2026.16.8.2664
English Language Education and AI Literacy Role: Perspectives from EFL Faculty Members
Sultan Saleh Ahmed Almekhlafy * and Mohammad Saeed Al-Ahmari
Department of English Language Skills, Preparatory Year, Sharia, Educational and Humanitarian Research Center, Najran University, Najran, Saudi Arabia
Email: alameer.almekhlafy@gmail.com (S.S.A.A.); msalahmari@nu.edu.sa (M.S.A.-A.)
*Corresponding author
Email: alameer.almekhlafy@gmail.com (S.S.A.A.); msalahmari@nu.edu.sa (M.S.A.-A.)
*Corresponding author
Manuscript received October 17, 2025; revised November 6, 2025; accepted April 9, 2026; published August 12, 2026
Abstract—This mixed-methods study investigates the multidimensional role of AI literacy in English Language Teaching (ELT) among 50 faculty members in Saudi preparatory year programs, of whom 47 provided complete survey responses for quantitative analysis. Employing an explanatory sequential design grounded in the Technological Pedagogical Content Knowledge (TPACK) and Technology-Organization-Environment (TOE) frameworks, the research compares standardized AI literacy scores derived from a 17-item AI Awareness and Understanding (AIAU) scale with a single self-reported AI literacy rating and explores the structural determinants of adoption. Quantitative analysis showed a non-significant trend toward a perception-competence misalignment between self-reported and AIAU scale-based AI literacy scores F(2,44) = 2.83, p = 0.070, alongside stark demographic disparities: male faculty demonstrated significantly higher AI literacy than female colleagues (d = 1.11, p < 0.001), and faculty with more than 10 years of teaching experience outperformed those with 6–10 years F(1,45) = 11.31, p = 0.002, trends attributed to systemic access barriers rather than individual capability. Qualitative findings expose an “ethical competence paradox,” where faculty with high ethical concerns regarding data privacy (68.1%) and cultural misalignment (38.3%) demonstrate more sophisticated adoption reasoning. The study argues that institutional readiness—defined by equitable access, policy clarity, and tiered professional development—is more determinative of successful integration than technological sophistication. Recommendations include gender-intentional support structures and policy-grounded capacity building to align AI adoption with Vision 2030 goals.
Keywords—artificial intelligence in education, Artificial Intelligence (AI) literacy, English Language Teaching (ELT), Technological Pedagogical Content Knowledge (TPACK) framework, Saudi higher education
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—artificial intelligence in education, Artificial Intelligence (AI) literacy, English Language Teaching (ELT), Technological Pedagogical Content Knowledge (TPACK) framework, Saudi higher education
Cite: Sultan Saleh Ahmed Almekhlafy and Mohammad Saeed Al-Ahmari, "English Language Education and AI Literacy Role: Perspectives from EFL Faculty Members," International Journal of Information and Education Technology, vol. 16, no. 8, pp. 2035-2047, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).