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FROM ACCEPTANCE TO PRACTICE: A MIXED-METHODS STUDY OF GENERATIVE AI INTEGRATION AMONG SAUDI UNIVERSITY EFL TEACHERS
Dissertation

FROM ACCEPTANCE TO PRACTICE: A MIXED-METHODS STUDY OF GENERATIVE AI INTEGRATION AMONG SAUDI UNIVERSITY EFL TEACHERS

Hadir Alderaan
Doctor of Philosophy (PhD), Washington State University
2026
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Abstract

Artificial Intelligence in Education (AIED) English as a foreign language (EFL) Higher Education Teacher Education Technology Integration
The rapid integration of Generative Artificial Intelligence (GAI) has transformed the potential of English as a Foreign Language (EFL) instruction. However, its effective implementation is largely determined by teachers' pedagogical choices and the institutional environment. This study, grounded in the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and Expectancy–Value Theory (EVT), examines the adoption and integration of generative artificial intelligence (GAI) among Saudi university EFL teachers. Using a mixed-methods approach, the research integrates a comprehensive survey of teacher practices with in-depth semi-structured interviews to investigate the pedagogical rationales and challenges that influence adoption decisions.The findings show that teachers generally view GAI positively but use it selectively to support their work. Quantitative data indicate that GAI is mainly used for preparatory tasks, such as lesson planning (61.7%), generating example texts (60.6%), and grammar instruction (51.1%), rather than for direct assessment or student-facing activities. Although many teachers report high confidence, 40% cite a lack of training as a significant barrier. Qualitative analysis highlights a "policy vacuum," requiring teachers to address ethical challenges, including learner overreliance and cultural adaptation, without clear institutional guidance. As a result, GAI adoption remains informal and individualized. The findings suggest that positive attitudes alone are insufficient for effective integration; institutional support is necessary for teachers to progress from occasional use to informed pedagogical practice. The results indicate that Saudi universities should replace restrictive policies with flexible guidelines that facilitate the use of AI in instructional preparation. Furthermore, professional development should empower teachers to serve as active evaluators, ensuring that technology aligns with local educational needs.

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