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<p>The rapid integration of generative artificial intelligence into technical workplaces has raised concerns about the alignment of traditional English for Specific Purposes (ESP) curricula with evolving professional communication practices. This study employed a pre–post mixed-methods intervention with a historical comparison to examine a redesigned ENGL 211 Technical Communication curriculum that incorporates structured AI-supported activities at the Yanbu English Language and Preparatory Year Institute in Saudi Arabia. The baseline cohort completed a traditional curriculum, while the intervention cohort experienced a redesigned course that integrated human AI collaboration, authentic workplace genres, multimodal tasks, and process-oriented assessment. Quantitative analyses indicated higher overall course grades and stronger performance on aligned assessment tasks during the intervention semester, alongside improved student perceptions of workplace preparedness and lower withdrawal rates. These outcomes occurred alongside substantial changes to curriculum design and assessment structure, including the introduction of reflective and process-based components that were absent in the earlier curriculum. Qualitative evidence from reflective journals, AI usage logs, oral defences, and instructor interviews indicated increased critical engagement with AI-supported writing processes, greater metacognitive awareness, and the emergence of a supervisory stance toward AI use among many students. Taken together, the findings illustrate patterns associated with a curriculum-level redesign in which AI-supported activities formed one component of broader pedagogical and assessment changes. The study highlights how reflective and process-oriented approaches that incorporate generative AI can support ESP instruction aligned with Saudi Vision 2030, while underscoring the need for cautious interpretation given the quasi-experimental design.</p>

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Evaluation of an AI-integrated english communication curriculum intervention in Saudi Arabia

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月2日

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  • Musa Alghamdi,
  • Syed Naeem Ahmed

摘要

The rapid integration of generative artificial intelligence into technical workplaces has raised concerns about the alignment of traditional English for Specific Purposes (ESP) curricula with evolving professional communication practices. This study employed a pre–post mixed-methods intervention with a historical comparison to examine a redesigned ENGL 211 Technical Communication curriculum that incorporates structured AI-supported activities at the Yanbu English Language and Preparatory Year Institute in Saudi Arabia. The baseline cohort completed a traditional curriculum, while the intervention cohort experienced a redesigned course that integrated human AI collaboration, authentic workplace genres, multimodal tasks, and process-oriented assessment. Quantitative analyses indicated higher overall course grades and stronger performance on aligned assessment tasks during the intervention semester, alongside improved student perceptions of workplace preparedness and lower withdrawal rates. These outcomes occurred alongside substantial changes to curriculum design and assessment structure, including the introduction of reflective and process-based components that were absent in the earlier curriculum. Qualitative evidence from reflective journals, AI usage logs, oral defences, and instructor interviews indicated increased critical engagement with AI-supported writing processes, greater metacognitive awareness, and the emergence of a supervisory stance toward AI use among many students. Taken together, the findings illustrate patterns associated with a curriculum-level redesign in which AI-supported activities formed one component of broader pedagogical and assessment changes. The study highlights how reflective and process-oriented approaches that incorporate generative AI can support ESP instruction aligned with Saudi Vision 2030, while underscoring the need for cautious interpretation given the quasi-experimental design.