Abstract
Artificial intelligence has brought an expansive revolution in the education systems. As such, it has become necessary to explore the views of university lecturers in foreign language education about their attitude, acceptance, and conduct toward leveraging and integrating generative artificial intelligence models (GenAI) in foreign language teaching. Also, it is pertinent to analyze the perception and attitude of foreign language students towards using GenAI to enhance their foreign language learning experience. The current study investigated the difference in the opinions of lecturers and students on the use of GenAI systems in teaching and learning a foreign language. The sample involved 177 lecturers and 493 postgraduate students in foreign languages. The study adopted a quantitative descriptive design using the Unified Theory of Acceptance and Use of Technology (UTAUT) model as the theoretical framework. Data were collected through a structured questionnaire assessing four key constructs: (Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions). Independent-samples t-tests were conducted to examine group differences, and reliability was confirmed through Cronbach's alpha values above 0.80 for all constructs. The results revealed significant differences between lecturers and students across all UTAUT dimensions, with students demonstrating more positive perceptions and higher acceptance levels of GenAI tools in language learning. These findings suggest a generational and experiential gap in technology adoption, highlighting the need for targeted professional development programs to enhance lecturers’ digital readiness and pedagogical integration of AI technologies. The study recommends institutional policies that support training, resource access, and awareness initiatives to ensure equitable and effective implementation of GenAI in higher education.
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