AI- Powered Applications for Enhancing Syntax Abilities: Perceptions of English Program Undergraduates at the University of Bisha | ||
| حوليات أداب عين شمس | ||
| Volume 52, Issue 11 - Serial Number 3, July 2024, Pages 336-350 PDF (577.07 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/aafu.2024.380951 | ||
| Authors | ||
| Aeshah Muqbil Saeed Almineeai1; Taha Ahmed Hasan Hezam2 | ||
| 1Assistant Professor of Linguistics/ University of Bisha, Bisha, Saudi Arabia | ||
| 2Assistant Professor of English Language/ University of Bisha, Bisha, Saudi Arabia/ Taiz University, Taiz, Yemen | ||
| Abstract | ||
| This research examines the impact of Artificial Intelligence (AI) powered applications on enhancing syntactic knowledge among students in the English Program at the University of Bisha, KSA. The University of Bisha has been chosen specifically to represent the population sample in all universities of the Kingdom of Saudi Arabia. The core objective is to explore student perspectives on the effectiveness of AI-powered tools in facilitating their understanding and application of syntax in the English language. The findings offer compelling evidence of the positive influence of AI tools, not only in enhancing syntactic knowledge but also in bolstering student confidence and improving overall language usage. The results underscore the transformative potential of AI in educational settings, particularly in the context of language learning, by providing insights into how AI-powered tools can effectively augment traditional learning methodologies. This study contributes to the growing body of literature on AI in education, specifically highlighting its role in enhancing syntactic competence among EFL learners. | ||
| Keywords | ||
| AI-powered tools; EFL learning; syntactic abilities | ||
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