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A mixed-methods approach was adopted: quantitative data were generated through a closed-ended questionnaire, while qualitative insights were obtained from open-ended responses. Participants included 200 EFL students enrolled at a public university in Saudi Arabia. Learners reported favourable attitudes toward AI-supported vocabulary learning and relied mainly on AI for translation and for identifying synonyms and antonyms, while citing technical, contextual, interaction, and ethical concerns. Results also showed a positive link between perceptions and usage.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrating-ai-technologies-into-vocabulary-learning-a-study-of-saudi-efl-learners-perceptions-usage-behaviours-and-challenges/426474/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrating-ai-technologies-into-vocabulary-learning-a-study-of-saudi-efl-learners-perceptions-usage-behaviours-and-challenges/426474.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What approach did the study use to examine AI use in vocabulary learning?","Question",{"text":112,"@type":113},"The study used a mixed-methods design, combining quantitative data from a closed-ended questionnaire with qualitative insights from open-ended responses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did Saudi EFL learners generally perceive AI tools for vocabulary development?",{"text":117,"@type":113},"Learners expressed favourable attitudes, viewing AI applications as more effective and advantageous than conventional strategies for vocabulary learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges and concerns did students report when using AI tools?",{"text":121,"@type":113},"Students raised concerns about technical difficulties, limited cultural and linguistic contextualization, reduced human interaction, and ethical issues including data privacy, accuracy, and potential algorithmic bias.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426474,1790652736,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","SCIENTIFIC CULTURE, Vol. 12, No. 2.1, (2026), pp. 1605-1613 Open Access. Online & Print  \n[www.sci-cult.com](www.sci-cult.com)  \nDOI: 10.5281/zenodo.122.126129  \nINTEGRATING AI TECHNOLOGIES INTO VOCABULARY LEARNING: A STUDY OF SAUDI EFL LEARNERS’PERCEPTIONS, USAGE BEHAVIOURS, AND  \nCHALLENGES  \nAyesha Junaid1*  \n1Department of English. College of Sciences and Humanities, Prince Sattam bin AbdulAziz University, Alkharj, Kingdom of Saudi Arabia. Email: [a.sarfrazkhan@psau.edu.sa](a.sarfrazkhan@psau.edu.sa)  \nReceived: 15/11/2025  \nAccepted: 22/12/2025  \nCorresponding Author: Ayesha Junaid ([a.sarfrazkhan@psau.edu.sa](a.sarfrazkhan@psau.edu.sa))  \nABSTRACT  \nThis study examined EFL learners’ perceptions and actual practices concerning the use of artificial intelligence (AI) tools for English vocabulary acquisition, as well as the challenges they encounter when employing such technologies. A mixed-methods approach was adopted: quantitative data were generated through a closedended questionnaire, while qualitative insights were obtained from open-ended responses. Participants included 200 EFL students enrolled at a public university in Saudi Arabia. The quantitative findings showed that learners generally expressed favourable attitudes toward AI-supported vocabulary learning. They viewed AI applications as more effective and advantageous for vocabulary development than conventional learning strategies. The results further indicated that Saudi learners predominantly relied on AI tools for translating words and expressions and for exploring synonyms and antonyms. Despite these benefits, students raised concerns about technical difficulties, insufficient cultural and linguistic contextualization, limited human interaction, and ethical issues such as data privacy, accuracy, and potential algorithmic bias. The findings also demonstrated a positive relationship between learners’ perceptions and their actual use of AI for vocabulary learning. The study concludes by offering recommendations for optimizing the integration of AI tools in vocabulary instruction and outlines directions for future research.  \n KEYWORDS: Artificial Intelligence (AI); Vocabulary; Students; English as a Foreign Language (EFL) .   \nCopyright: © 2026 . This is an open-access article distributed under the terms of the Creative Commons Attribution License.  \n([https://cre-ativecommons.org/licenses/by/4.0/](https://cre-ativecommons.org/licenses/by/4.0/)).  \n1. INTRODUCTION  \nIn recent decades, EFL instruction has undergone substantial transformation, shifting from conventional teacher-centred practices to contemporary approaches enriched with diverse digital tools (Elmahdi et al., 2025) . A growing body of research demonstrates that technology-enhanced language learning often yields superior outcomes compared with traditional methods, underscoring its powerful role in fostering learners’ knowledge and skills (Aldowsari & Aljebreen, 2024) . At the sametime, the rapid expansion of digital technologies and internet-based systems has accelerated the development of artificial intelligence (AI), which now permeates numerous aspects of daily life. AI has captured considerable public interest and has simultaneously become a focal point of scholarly inquiry, particularly among educational technologists exploring its pedagogical value and influence on learner engagement (Alharbi & Hassan Al-Ahdal, 2025) .  \nIn EFL contexts, the use of AI tools has expanded markedly in recent years, supporting increased learner motivation, improved instructional efficiency, and broader access to learning materials (Jomaa, Attamimi & Al Mahri, 2024) . These tools are capable of providing individualized learning pathways and practice opportunities tailored to students’ proficiency levels, needs, and preferences. Additionally, AI systems offer instant, personalized feedback on language components such as vocabulary, grammar, and pronunciation, thereby enhancing student engagement and facilitating be","cbCaivez6s69OlFw","https://ap.wps.com/l/cbCaivez6s69OlFw","pdf",265775,"English","# Abstract\n# Introduction\n## Significance of the Study","[{\"question\":\"What approach did the study use to examine AI use in vocabulary learning?\",\"answer\":\"The study used a mixed-methods design, combining quantitative data from a closed-ended questionnaire with qualitative insights from open-ended responses.\"},{\"question\":\"How did Saudi EFL learners generally perceive AI tools for vocabulary development?\",\"answer\":\"Learners expressed favourable attitudes, viewing AI applications as more effective and advantageous than conventional strategies for vocabulary learning.\"},{\"question\":\"What challenges and concerns did students report when using AI tools?\",\"answer\":\"Students raised concerns about technical difficulties, limited cultural and linguistic contextualization, reduced human interaction, and ethical issues including data privacy, accuracy, and potential algorithmic bias.\"}]","Integrating AI Technologies into Vocabulary Learning - A Study of Saudi EFL Learners’ Perceptions, Usage Behaviours, and Challenges | PDF",1790640683,23]