AI-mediated intercultural communication in higher education: Saudi EFL students’ perceptions and experiences

Abstract

The growing integration of artificial intelligence (AI) into higher education has prompted renewed attention to its pedagogical role in intercultural communication education. Guided by Byram's (2021) model of intercultural communicative competence (ICC), this study explores Saudi EFL university students' perceptions and experiences of AI-mediated learning as a resource for developing intercultural awareness and understanding and intercultural communication styles. Adopting a mixed-methods approach, data were collected from 76 Saudi EFL university students through a questionnaire comprising Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were examined through thematic analysis. The findings indicate generally positive evaluations of AI-supported tools for intercultural learning. Although differences between intercultural dimensions were not statistically significant, students tended to perceive AI-supported tools as particularly helpful for interaction-oriented aspects of intercultural competence, including pragmatic awareness, communicative confidence, and adaptability. Qualitative findings further show that learners valued AI for facilitating perspective-taking, judgments of communicative appropriateness, and low-risk intercultural practice, while also recognizing limitations related to emotional depth and spontaneity. By foregrounding learners' perceptions and experiences, this study contributes to intercultural communication education by positioning AI-supported tools as complementary pedagogical mediators that can scaffold intercultural reflection and communicative development when embedded within guided and theory-informed learning practices.