AI in Gamifying English Language Teaching to College Students

Abstract

This thesis explores the effect of using Artificial Intelligence (AI) in gamifying English Language Teaching (ELT) by evaluating the advantages and disadvantages from the perspective of college students. A mixed methods approach was utilized, and a quasi-experimental design was applied where ChatGPT is used to make a gamified lesson for 47 preparatory year students at King Abdulaziz University in Jeddah, Saudi Arabia. A questionnaire of 20 items that depends on the flow theory was distributed to the 47 students, and semi-structured interviews were conducted with five students. The results revealed that gamified AI lessons can have a positive effect on college students’ participation and learning abilities, with advantages like enhancing motivation and enjoyment, activating cognitive abilities, improving classroom dynamics, and elevating the overall experience. On the other hand, some concerns were raised regarding AI’s capability of providing human-like interactions with students. For example, it was felt that students experienced a “feeling of a lack of control.” The thesis recommends conducting long-term studies, involving students from different age groups and contexts, exploring teachers’ perspectives, and comparing traditional ELT methods with gamified AI lessons to cover a wide range of outcomes and contribute effectively to the topic.