Abstract

This study examines the perceptions and uses of AI tools by undergraduate EFL students to learn English for Specific Purposes (ESP) at an Arab University in the Gulf region. The study employed a quantitative-dominant mixed-method design and collected data using a structured questionnaire with Likert items and open-ended questions from 162 undergraduate students. The questionnaire analyzed patterns of AI usage, attitudinal constructs (perceived usefulness, ease of use, motivation, perceived risks, and behavioural intention), and open-ended reflections.

The results demonstrate that the level of awareness of AI tools is moderate, whereas the level of their use in ESP-related activities is average. The most commonly used AI tools that students reported using included chatbots, translation tools, and writing assistants to understand specialized writing, decipher technical words, and write faster. Attitudinal outcomes showed relatively positive interpretations of AI on all measured dimensions, with a significant amount of worries associated with inaccurate deliverables, overdependence, and obscure or unduly complex clarifications. The qualitative responses also emphasized the necessity of training, pedagogical instructions, and specific institutional regulations for the use of AI. This paper highlights the significance of the critical and facilitated incorporation of AI tools in ESP education to improve the learning process and reduce the associated risks.

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