Exploring Omani EFL Learners’ Perceptions of AI Tools

Abstract

This study employed the Technology Acceptance Model to investigate Omani English as a foreign language (EFL) learners’ perceptions and use of ChatGPT in English learning settings. A predominantly quantitative descriptive design was adopted, using a questionnaire that included primarily closed-ended items with three open-ended items added to support the quantitative findings. Data were collected from 198 students of two higher education institutions in Oman. Quantitative findings revealed that learners used ChatGPT both inside and outside class for learning English, mainly for obtaining explanations for unclear concepts and ideas, obtaining answers for English exercises, grammar correction and support, and idea generation. Correlation analysis showed that more frequent and longer use of ChatGPT was associated with a wider range of English learning purposes. Learners reported strong ease of use, positive attitudes toward ChatGPT, and an intention to continue using it. Qualitative findings supported the quantitative results, while also highlighting concerns about overreliance, accuracy, limited contextual depth, and academic integrity.