This study focuses on the employment of AI technology in regular, day-to-day activities, such as when Google Translate or Bing Translator are encouraged alongside various programs and applications. It also evaluates and empirically demonstrates the subjects of writing with AI technologies, computer-assisted language learning (CALL), machine translation (MT), and automatic evaluation systems (AESs) in order to offer solutions for enhanced communication training in Saudi Arabia's EFL system. Word tune is an artificial intelligence (AI)-driven writing assistant that can understand the writer's ideas and suggest alternative rewrites (e.g., shorten, expand). This program assists writers of English as a foreign language to maintain a steady flow and acquire useful English expressions. This research made use of questionnaires as a method for collecting data and then ran those responses through SPSS for analysis. The use of artificial intelligence (AI) technology in English as a foreign language (EFL) settings has been shown to facilitate the English language learning (ELT) process and to keep both teachers and students up to date on recent technological developments. This exploratory investigation demonstrated that all digital and AI-powered devices have the potential to assist in teaching and learning. Consequently, the pedagogical component of future education can be developed using an AI framework.

Communicative competence (CC) has proved to be the most pressing yet elusive objective in EFL/ESL learning. Learners often do not develop good speaking skills, with which they are dissatisfied, mainly due to inadequate opportunities for practice, high anxiety, and various institutional constraints. This study uses a qualitative design through document analysis and a systematic literature review of 35 peer-reviewed sources from different contexts in the Global South. The analysis covers the years 2018 to 2025 and thematically examines pedagogical strategies, technological tools, classroom practices, and cultural factors. Triangulation does enhance validity with critical attention to systemic barriers on the improvement of communicative competence and speaking skills in EFL/ESL classrooms. Findings also highlighted that the task-based language teaching (TBLT) approach significantly fosters fluency through engagement via real-world tasks, resisted by a teacher-dominant or exam-centric system. Automatic speech recognition (ASR) and technology tools substantially enhance pronunciation accuracy. However, they further accentuate inequity gaps in Asia and Africa due to inadequacies in enabling digital infrastructure. Listening attentively while shadowing boosts interactive communication; the method needs adaptation because of cultural norms like gender-segregated activities found in conservative societies. Major systemic barriers were found in the insufficient teacher training, rigid curricula, and misaligned assessment systems. Global and local approaches include the hybrid TBLT-grammar tasks and low-tech responses. They should be transformed into an institutional priority for teacher training, exam revision to test pragmatic skills, and more systematic partnerships with NGOs for the resource gap. Pedagogical innovation, cultural sensitivity, and equity-based policies that can encourage students to speak fluently in real-life communication.

This study was carried out with the participation of forty-seven (47) high school students who were required to take English in order to continue their education at the university level. The participants were asked to respond to a given questionnaire composed from (5) axes, each axis has many items, the target was to explore the effect of watching YouTube on listening skills. Their responses were analyzed statistically, the results showed that some students were aware of the importance of listening skills and few do not have the sufficient perception about how these videos can help them. Their ability to interact with the speaker was showed as one of the most required skills, mastering this skill helps the students to interact with speakers. Students' ability to process information has been boosted by watching YouTube videos, and most will speak up if the presenter requests it, but many still struggle to come up with an appropriate answer to what was said, and many more are unable to adapt to differences in delivery style. We recommend watching the videos in the accompanying table.

The study examines the application of artificial intelligence in teaching English at the collegiate level. It inquires educators about artificial intelligence and its potential applications. Debate persists on the efficacy of teachers' utilization of AI tools. A standardized quantitative survey was administered to the English instructors at Qassim University. The results indicate a significant disparity between academic knowledge and practical skills applicable in real-world scenarios. 42.9% of participants have knowledge regarding AI, while 25.7% of that demographic utilized it frequently. Chatbots and automated writing evaluators were the predominant technologies. There was a decline in the utilization of adaptive learning and speech recognition technologies. The participants indicated that AI has the capacity to both encourage and personalize learning experiences. Issues also arose over ethics, training, and the cost of technology. A number of respondents indicated a readiness to employ these technologies, contingent upon adequate control and guidance from their educational institutions. This is accurate, despite concerns that AI may replace educators. The authors argue that the successful deployment of artificial intelligence requires strong infrastructure, ethical integration frameworks, and focused professional development. This also illustrates how AI is transforming educational institutions, cultural dynamics, and the responsibilities of educators across many nations, warranting further investigation.

The Presentation, Practice, Production (PPP) model is the most popular approach for teaching English as a foreign language, with a focus on developing speaking skills, in particular. However, its structural sequence is widely known to be effective under normal classroom circumstances. It seems as if little empirical research has been conducted to test its effectiveness in virtual situations. The study attempts to identify the perception of Saudi university instructors toward the effectiveness of the PPP model in enhancing students’ engagement, confidence, and collaborative learning within online learning environments. An exploratory sequential mixed-method was used in an exploratory survey questionnaire that was sent out to 36 instructors who had tried using PPP in face-to-face, hybrid, and fully online classes. Results revealed that 91.6% had tried some modality of the PPP Model application, with the practice phase being considered the most problematic area for online implementation due to issues with interaction sustainability and technical barriers. However, teachers said that PPP makes students more engaged, facilitates peer support, and increases their willingness to speak English. Therefore, the study suggested several procedures for the overall improvement of English language skills. For instance, the study recommended customized training for teachers, interactive digital tools, diversified practice activities, and institutional endorsement of PPP as a method to be applied in its best scope in a virtual EFL classroom.