Genc, GultenRihawi, Ibrahim2026-04-042026-04-0420262504-284Xhttps://doi.org/10.3389/feduc.2025.1723029https://hdl.handle.net/11616/108710This study examined English as a Foreign Language (EFL) learners' awareness of artificial intelligence (AI) and its associations with gender, Big Five personality traits, self-assessed English proficiency, and information and communication technology (ICT) usage. A quantitative, cross-sectional survey design was employed, and participants were selected through convenience sampling. Data were collected from 155 EFL university students at a public university in T & uuml;rkiye during the spring semester of 2024. Statistical analyses were performed using SPSS Version 26.0. A K-means cluster analysis identified two distinct personality profiles-Introverted-Neurotic and Open-Extraverted. A multivariate analysis of variance (MANOVA) was then conducted to examine whether gender, personality profile, English proficiency, and ICT usage predicted differences across four dimensions of AI awareness: Basic Knowledge, Benefit, Bias, and Negative Forecast. No statistically significant differences emerged across demographic or personality factors, suggesting a relatively homogeneous level of AI awareness among EFL learners. Stepwise regression analyses revealed that Openness and Extraversion were significant predictors of overall AI awareness. These findings indicate that personality characteristics-particularly openness to experience-play a meaningful role in shaping learners' engagement with AI technologies in language education.eninfo:eu-repo/semantics/openAccessartificial intelligence awarenessBig Five personality traitsEnglish as a foreign languagelanguage proficiencyeducational technologyArticle1010.3389/feduc.2025.17230292-s2.0-105030682590Q2WOS:001696629700001Q2