Abstract

This study aimed to explore the extent to which artificial intelligence (AI) tools are used to develop English language skills in early childhood education from the perspective of English language teachers in early childhood schools in Taif Governorate. The study adopted a descriptive survey approach. The study population consisted of 548 teachers, and a cluster random sample of 248 teachers was selected. A questionnaire was used to collect data, focusing on the degree of AI tool usage in developing English skills (reading, writing, speaking, listening). The tool included 28 items, and its validity and reliability were confirmed through a pilot sample. The results revealed a high level of AI tool usage in developing reading skills (mean = 4.18), writing skills (mean = 4.12), speaking skills (mean = 4.10), and listening skills (mean = 4.14). The study recommended integrating AI tools into early childhood English curricula to enhance language skill development and providing specialized training programs for teachers to enable effective use of smart applications, particularly in speaking and writing skills.

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