## 4 Discussion  
It is evident from the results that the participants had a positive experience of dealing with the English course created by the AI system. In response to the first research question, 'Why do EFL learners use an interactive platform for learning on an English diploma course? ', the first part of the survey showed the participants' reflections on the system, as they had primarily enrolled in the Programme to develop their English language skills. Meanwhile, they had been trained in using the system in other courses. The students' motivation to improve their English language skills in such a manner may have been because AI enables a more adaptive kind of learning, which suits each student's educational needs and level [22]. Furthermore, learners have greater autonomy because they can engage with such a course at a time and place that suits them [23]. For the second research question, 'How do EFL learners perceive the implementation of an interactive platform to be useful to them for learning English on a diploma course?' the different variables of the survey driven by UTAUT showed a high level of agreement among the participants. Regarding performance expectancy related to developing learners' educational levels, the learners found the system helpful for English language practice. Similarly, a study conducted in India by [PERSON] and [PERSON] [24] confirmed that AI adaptive learning can cause a positive shift in education. It changes conventional teaching methods to innovative education, thereby enhancing learners' educational experience. Through in-depth interviews with four senior managers and four subject matter experts, all working with AI-related technologies, the participants confirmed that by developing AI-based applications on the basis of grounded theory, they found that personalised earning and adaptive assessments supported teachers and helped students. More specifically, in developing countries, AI may have the potential to enhance the learning experience. The participants strongly agreed with the second variable related to effort expectancy and the ease of using the system. Artificial intelligence tools are known to facilitate the learning process through their ease of use. This was supported by [PERSON] et al. [25], who mentioned that AI technologies are promoted in the educational sector due to this feature, as it was noted that AI increased learning performance in a school setting. In an exploration  
Figure 2: Percentages chart. of teachers' intentions and concerns about using AI, a total of 311 teachers participated in a survey that examined anxiety (AN), self-efficacy (SE), attitude towards AI (ATU), perceived ease of use (PEU), and perceived usefulness (PU); the results demonstrated that the ease of using an AI application motivated the participants to adopt the tool. Regarding social influence, the participants indicated that people with authority at their institution had encouraged them to use the system, such as the teachers and administration. This is very important, because learners would thereby gain a sense of responsibility and build self-confidence as influential participants in the educational process. Teachers would consequently adopt the use of AI to provide further assistance in teaching; the teacher's role is vital in designing, visualising, and orchestrating AI systems for teaching and learning. Moreover, AI would help to develop computational presentations built on meaningful data and inferred from pedagogy and learner models [26]. The facilitating conditions represent the necessary facilities to use an AI system easily, like the availability of technological tools and resources with IT support to help overcome technical issues. The participants strongly agreed with this variable. The provision of technological support is essential, especially if tests are taken electronically. Saudi Electronic University is a pioneering university that uses technology for blended and online courses, providing the necessary support for its beneficiaries in KSA.