Changing Security Threats and Global Realities: An Analysis of U.S. Presidential Doctrines from Bush to Biden

Abstract

This study investigated the effectiveness of AI-based interactive activities in Saudi undergraduate EFL preparatory programs, focusing on language proficiency, engagement, motivation, and ethical implementation within quasi-experimental classroom settings. While AI is increasingly integrated into education to provide personalized learning, empirical evidence from actual classroom implementations remains limited, as many studies prioritize technology adoption over measurable pedagogical outcomes. This gap highlights the need for a robust investigation into how AI-driven activities influence key learning dimensions in non-native environments. A mixed-methods design was employed involving 132 undergraduate students divided into experimental and control groups. Quantitative data were collected through proficiency tests, surveys, and learning analytics, while qualitative data were obtained through semi-structured interviews. Results showed that the AI-based group achieved significantly higher gains in proficiency and motivation through adaptive feedback and task personalization. However, challenges related to teacher preparedness and data privacy were also identified. The study recommends embedding AI within established pedagogical frameworks and strengthening institutional support.