Exploring Sudanese Faculty Members' Perceptions of AI Tools in Enhancing Speaking Skills
DOI:
https://doi.org/10.59675/S321Keywords:
AI tools, speaking skills, language education, Sudanese faculty, higher education, personalized learning, teacher trainingAbstract
This study investigates the perceptions of 93 Sudanese faculty members (51 female, 42 male) at Central Governmental Universities in Khartoum regarding the use of Artificial Intelligence (AI) tools to improve students' speaking skills. Utilizing a quantitative approach through online questionnaires, the research identifies both the advantages and obstacles associated with integrating AI into language instruction. Findings reveal that while most faculty members view AI tools positively, especially for promoting interactivity, individualized learning, and real-time feedback there remain challenges related to training needs and infrastructural limitations. The paper concludes with actionable recommendations for effective AI integration in higher education settings in Sudan.
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