English Language Learning with AI: Proficiency Gains and Learner Experience

This study investigates the effectiveness of an AI
assisted language learning platform compared to traditional instruction among first year
Saudi university students. Using a quasi experimental m ixed methods design, the study assigned 147 students to either an AI assisted
group or a traditional classroom group over a six week period. Quantitative data from pre and post tests (TOEFL ITP) revealed
significantly greater gains in the AI group (d = 0. 85), even after controlling for baseline proficiency. Regression analysis showed that time
spent on the AI platform was a strong predictor of learning gains, with each additional 30 minutes of usage correlating with a 1.8 point
improvement. Qualitative dat a from 30 post intervention interviews highlighted the perceived benefits of immediate feedback, gamified
motivation, and self paced learning, alongside reported challenges such as streak related anxiety, accent misclassification, and technical
issues. Fin dings support a blended learning model that uses AI to give students consistent feedback, while keeping teachers focused on
guiding learning and supporting students emotionally and socially. The study contributes practical and theoretical insights r elevant to
policymakers, curriculum designers, and educators seeking to implement AI in EFL contexts.