Generative Artificial Intelligence, Motivation, Anxiety, and Creativity in Saudi English-as-a-Foreign-Language Classrooms: A Cross-Sectional Survey.

Artificial intelligence (AI) tools such as ChatGPT are increasingly being incorporated into English as a Foreign Language (EFL) education; however, limited evidence is available regarding how their use relates to teaching style, digital literacy, motivation, foreign language classroom anxiety (FLCA), and creativity within the Saudi Arabian context. This study investigated the associations among these constructs and examined the mediating role of motivation within a unified conceptual framework. A quantitative, cross-sectional survey was conducted among 280 undergraduate EFL students enrolled at a public-sector university in Saudi Arabia using validated questionnaire instruments. The proposed relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that ChatGPT use, teaching style, and digital literacy were positively associated with students' motivation. Higher motivation was associated with lower levels of FLCA and higher levels of creativity. Motivation also mediated the associations between ChatGPT use, teaching style, digital literacy, and FLCA. These findings suggest that students' motivational experiences are closely associated with the relationships between instructional practices, technology use, and language-learning outcomes. The study provides evidence supporting the integration of appropriate teaching strategies, generative AI tools, and digital literacy within English language education while highlighting the importance of considering students' motivational and emotional experiences when implementing technology-supported learning environments.