Enhancing English Language Proficiency in Specialized University Courses through AI Technologies: Opportunities, Challenges, and Practical Applications Across Disciplines | ||
| مجلة کلية التربية . جامعة طنطا | ||
| Volume 90, Issue .4, October 2024, Pages 137-185 PDF (1.5 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/mkmgt.2025.426346.2039 | ||
| Author | ||
| Nadia A. Alshahrani* | ||
| Assistant Professor of TESOL, Applied College, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia | ||
| Abstract | ||
| This study investigates the impact of integrating Artificial Intelligence (AI) tools and applications on enhancing English language proficiency among non-native students enrolled in specialized diploma programs at the Applied College, Princess Nourah bint Abdulrahman University, Saudi Arabia. The college offers two-year diplomas across various fields, including Marketing, Computing, Hospitality, and Tourism and Travel. Despite studying English intensively during their first three terms, students continued to face significant challenges in both English language courses and their English-delivered specialized subjects. To address this, the researcher, specializing in TESOL, designed and implemented a strategic program incorporating AI-based classroom activities and AI-augmented home assignments. A pre-test was conducted with 100 students across the above-mentioned four specialties, revealing proficiency levels ranging from beginner to lower-intermediate, with Computing students demonstrating the highest proficiency and Hospitality students the lowest. After a 15-week intervention, a post-test showed marked improvement in students’ English proficiency, particularly in the context of English for Specific Purposes (ESP). Additionally, a questionnaire completed by 12 instructors across different specializations confirmed the students’ enhanced language skills, increased classroom engagement, and improved academic performance. The findings suggest that AI-integrated instruction significantly boosts language acquisition and overall success in specialized university courses. This paper concludes by recommending the broader adoption of AI technologies in similar educational contexts to support non-native students’ academic and professional development. | ||
| Keywords | ||
| Keywords:AI in Language Learning; ESP; Non-Native English Students; Specialized Diploma Programs; English Pr | ||
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