Palavras-chave
English as a foreign language
learning motivation
teacher perception
technology acceptance model
computer-assisted language learning
Como Citar
Resumo
Com a crescente integração da inteligência artificial (IA) na educação linguística, os chatbots vêm ganhando atenção por seu potencial de apoiar a prática de conversação em inglês em contextos de Inglês como Língua Estrangeira (EFL). Neste estudo, investiguei as percepções de estudantes universitários sauditas e de professores de EFL sobre o uso de chatbots de IA para aprimorar habilidades de fala. Adotei um desenho de métodos mistos convergente envolvendo 226 estudantes e 62 professores de instituições de ensino superior da Arábia Saudita. Os dados foram coletados por meio de dois questionários adaptados e estruturados, compostos por perguntas demográficas, itens em escala Likert distribuídos em cinco dimensões (motivação, fluência, confiança, utilidade e risco) e três perguntas abertas para cada grupo. Analisei os dados quantitativos utilizando estatísticas descritivas e testes não paramétricos, e os dados qualitativos por meio de análise temática. Os resultados indicam que os estudantes percebem os chatbots como ferramentas úteis e motivadoras, que aumentam sua confiança e fluência na fala. Os professores, por outro lado, expressaram maiores preocupações em relação à desinformação, ao controle pedagógico e à possível dependência excessiva dos alunos em relação à tecnologia. Não foi encontrada relação significativa entre experiência docente e percepção de risco, sugerindo que o ceticismo pode decorrer de preocupações institucionais ou pedagógicas mais amplas, e não apenas da experiência profissional. Este estudo destaca a necessidade de uma integração equilibrada da IA que apoie a autonomia dos estudantes ao mesmo tempo em que aborda as preocupações dos professores. Além disso, contribui para a literatura sobre aprendizagem de línguas mediada por inteligência artificial ao apresentar recomendações práticas para educadores de EFL e formuladores de políticas educacionais em contextos regionais ainda pouco explorados.
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