The pedagogical efficacy of artificial intelligence (AI) technologies in education heavily depends on cultural, technological, and cognitive contexts. Prior studies examined AI-driven learning outcomes without accounting for cultural variability or sufficiently anchoring their analyses in robust theoretical frameworks. The current study discusses the interconnection between AI technologies, learner competencies, and educational outcomes, in addition to the significance of digital and media literacy in secondary foreign language teaching. It employs Hofstede’s cultural dimensions theory, the technology acceptance model, and sociocultural learning theory to examine how AI technologies affect learning outcomes of English as a foreign language among Lebanese high school students. One hundred and eighty high school students in Mount Lebanon were given a 20-item survey using a quantitative research design. The results were analyzed using statistical tests and analyses in SPSS version 27.0.1. The findings indicate that AI technologies significantly enhance student learning outcomes: affective and motivational outcomes (45%), social and collaborative competencies (35%), and English language proficiency (accounting for 43% of variance). Furthermore, these relationships are strongly moderated by digital and media literacy, which increases the beneficial effects of AI on learning outcomes. The findings also show that students’ opinions, engagement, and acceptance of AI-supported language learning are influenced by cultural traits.
Arid et al. (Thu,) studied this question.
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