Saudi University EFL Students' Experiences With AI-Powered Games for Learning English Vocabulary
DOI:
https://doi.org/10.17507/jltr.1702.32Keywords:
AI-powered learning games, English vocabulary acquisition, Saudi EFL learners, learner attitudes, gamification in language learningAbstract
The purpose of this study is to explore the attitudes of Saudi EFL university learners regarding the use of AI-generated games in the process of learning English vocabulary. This mixed-methods study includes 150 responses to the questionnaire and 10 responses to a structured interview. The results of the mixed research show that most students use AI tools in learning vocabulary or playing games such as Duolingo, Quizlet, Kahoot, and WordUp. Although most respondents claim to be satisfied with AI-based games, which are interactive, amusing, and effective for retaining vocabulary, the questionnaire analysis indicates that AI games enhance vocabulary size, contextual understanding, and language abilities. At the same time, the students face multiple problems, such as technical difficulties, lack of access to the internet, lack of assistance, and an inappropriate level of gaming content. As far as gaming is concerned, the proposed solutions are increased teacher involvement, training workshops, a better selection of feedback tools, and Arabic translation to help comprehend the message. The interview data partially supports this, with results showing that AI use generally has a positive effect in stimulating interest and autonomy and reducing anxiety. In total, the findings seem to support the creation of authentic and engaging contextual vocabulary learning environments with the help of AI games. However, the positive outcomes will only be instrumental once the instructional, technical, and contextual problems are addressed by means of high-quality training and adjustments in the level of difficulty and integration.
References
Abu Qbeita, A. (2024). The Effect of Using Artificial Intelligence on Learning Vocabulary among Jordanian EFL University Students. Evolutionary Studies in Imaginative Culture, 8.2(S2), 1890-1907.
Ahmed, F. E. Y. (2025). Improving writing proficiency in a virtual classroom setting: Students’ perspectives. Research Journal in Advanced Humanities, 6(1). https:// doi.org/10.58256/wrqvjh64
Ahmed, F. E. Y., Ali, E. H. F., Usmani, S., Kottaparamban, M., Ibrahim, M. A. E.-S., Hamed, F. M. A., & Abdallah, N. M. M. (2026). Applying AI-enhanced digital games in teaching English vocabulary. Research Journal in Advanced Humanities, 7(1). https://doi.org/10.58256/5fqfg723
Ahmed, F. E. Y. Abdallah, N. M. M., Hamed, S. O. E. & Hamed, F. M. A. (2025). Word Choice Errors in EFL Undergraduates’ Written Language. Eurasian Journal of Applied Linguistics, 11(1), 79-86. https://doi.org/10.32601/ejal.11107
Ahmed, F. E.Y., Ahmed, Z. A. D., Ali, E. H. F., & Hamed, S. O. E. (2024). Maintaining Unity in the Descriptive Paragraph Writing of Saudi EFL University Students: Challenges and Remedies. Arab World English Journal, 15(1), 245-257. https://dx.doi.org/10.24093/awej/vol15no1.15
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002
Alsakaker, S. M., (2025). Investigating EFL learners’ Perceptions of Using AI to Enhance English Vocabulary Acquisition Based on The Technology Acceptance Model. Forum for Linguistic Studies, 7(2), 1067–1077. https://doi.org/10.30564/fls.v7i2.8593
Alshabeb, A. M. (2024). Learning Vocabulary via Video Games: A Case Study of Saudi University Students. Arab World English Journal, 15(3), 321-332. https://dx.doi.org/10.24093/awej/vol15no3.19
Bin Faleh, Al-Aosail, A., Lamouchi, A., Ahmed Ibrahim, S., Gafar, M. G., & Elsayed Hafez, W. (2024). Digital Games for Learning Vocabulary: The Effects on Foreign Language Anxiety, Buoyancy, Online Engagement, and Vocabulary Learning. In Computer Assisted Language Learning Electronic Journal (CALL-EJ) (Vol. 25, Issue 4). https://orcid.org/0000-0001-7592-840
deHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74-94.
Gee, J. P. (2004). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
Iacovides, I., Aczel, J., Scanlon, E., Taylor, J., & Woods, W. (2011). Motivation, engagement and learning through digital games. International Journal of Virtual and Personal Learning Environments, 2(2), 1–16.
Ibrahim, M. A. E.-S., Ahmed, F. E. Y., Kottaparamban, M., Ali, E. H. F., & Usmani, S. (2025). Innovative AI gaming strategies for enhanced English language skills: A mixed-methods study on adaptive game-based learning in EFL contexts. Journal of Cultural Analysis and Social Change, 10(2), 3913–3923. https://doi.org/10.64753/jcasc.v10i2.2204
Kazu, İ. Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. Education and Information Technologies, 28. https://doi.org/10.1007/s10639-023-11756
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task induced involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
Miller, M., & Hegelheimer, V. (2006). The use of CALL in vocabulary acquisition: A review. CALICO Journal, 23(2), 327-356.
Ra'uf, M. M. (2020). Scientific Academic Writing: The Difficulties of Writing Abstracts of Theses and Dissertations in Biological Disciplines. International Journal of Psychosocial Rehabilitation, 24(2), 2078–2087. https://doi.org/10.37200/ijpr/v24i2/pr200508
Razali, N. H., Ahmad, A., Nordin, A. S., Fatimah, S., & Rahman, A. (2025). Exploring the Potential of Digital Game-Based Vocabulary Learning among High School Students in Selangor. International Journal of Research and Innovation in Social Science, IX(IIIS), 1027-1033. https://doi.org/10.47772/IJRISS.2025.903SEDU0075
Reinders, H. (Ed.). (2012). Digital games in language learning and teaching. Palgrave Macmillan. https://doi.org/10.1057/9781137005267
Salmanova, S. (2025). Gamification and AI in Language Learning – A New Era of Digital Education. Acta Globalis Humanitatis et Linguarum, 2(1), 262–269. https://doi.org/10.69760/aghel.02500134
Simon, E., & Taverniers, M. (2011). Advanced EFL Learners’ Beliefs about Language Learning and Teaching: A Comparison Between Grammar, Pronunciation, and Vocabulary. English Studies, 92(8), 896–922. https://doi.org/10.1080/0013838X.2011.604578
Skripsi, J. A., & Salam, M. (2024). Exploring advantages and innovativeness of using AI-based tools for English vocabulary learning: A qualitative study of English education majors at UIN Syarif Hidayatullah [Unpublished undergraduate thesis]. UIN Syarif Hidayatullah Jakarta.
