The Impact of Artificial Intelligence Tools on Enhancing English Language Acquisition among Undergraduates at Omar ALMukhtar University, Department of English Language, Faculty of Arts, Albeida, Libya

Abstract

Artificial Intelligence  [AI ] technologies have recently surfaced in the context of English Language Learning [ ELL] in the forms of AI chatbots, speech recognition pronunciation tools, and adaptive learning platforms. The present study sets out to explore the role that AI plays in supporting EFL at Omar ALMukhtar Albeida , Libya. Focusing on undergraduates' engagement, autonomy, and perceived improvement in key language skills, with particular emphasis on speaking and pronunciation. A mixed methods design was used, combining a questionnaire to capture broad patterns of AI use and learner perceptions with semi structured meetings (interviews) to explore learners' experiences, benefits, and concerns in more depth. This included items addressing the frequency and purpose of using different AI tools, how useful and easy such tools were to use. These meetings examined how AI feedback is interpreted by learners, how AI moderates confidence and anxiety, and limitations such as the reliability of feedback, real conversational authenticity, and reliance on automated guidance  The results integrated from the two strands of the mixed methods research indicate that learners regard AI systems for their immediate feedback mechanisms, flexibility in practice schedules out of class time, and for being able to practice speaking in a non-pressure context. The benefits of AI systems have already been mentioned in previous discussions in terms of language learning assistance provided by chatbots and other AI systems , Haristiani (2019), Han ( 2019), Karsenti (2019 ), and Mukhallafin (2020).