Investigating The Impact of AI- Driven Chatbots On the Acquisition of English as A Foreign Language Among Saudi Undergraduate Students

The primary aim of this research is to investigate the influence of AI-driven technology, such as chatbots, on the acquisition of English as a foreign language among undergraduate students currently enrolled at Najran University. The present study examines the reported benefits, academic accomplishments, challenges, and overall satisfaction of using chatbots for English language acquisition. However, the process of gathering data for language proficiency assessments is commonly conducted by administering surveys. The surveys gathered measurable data on students' viewpoints regarding the benefits of employing chatbots, as well as their overall satisfaction with these solutions. The research assessed the influence of chatbots on the process of language acquisition by quantifying students' language abilities before and following the implementation of these technological resources. This study also investigates the challenges and limitations associated with implementing chatbots. This study also aims to identify the obstacles associated with chatbot-based language learning systems to get insights into areas that can be enhanced. The findings inform the design and implementation of more effective language learning systems. The research findings significantly contribute to the existing academic literature on novel approaches to foreign language acquisition (FLA) in higher education contexts. The results obtained from this study offer significant insights to educators specializing in language instruction, developers responsible for designing curriculum, and technology experts interested in the effectiveness and limitations of artificial intelligence technologies and chatbots in enhancing the English language learning process. However, the research provides empirically supported recommendations for integrating chatbots into language learning instructional methods and optimizing the effectiveness and involvement of FLA encounters for undergraduate students at Najran University and comparable educational establishments