Exploring the Opportunities of Implementing Artificial Intelligence (AI) Technology for Teaching Arabic to Non-Native Speakers: A Theoretical Approach
Article Sidebar
-
Opportunities, Artificial Intelligence (AI), Teaching, Arabic Language, Non-native Speaker
Abstract
Language is a tool through which humans exchange their ideas and thoughts among themselves. It helps humans express their feelings and needs. Because of the global pervasion of Islam, the Arabic language unites Arabs and non-Arab Muslims under one religion. In Islamic perception, the Arabic language holds vital importance in Muslims' lives. Thus, Muslims consider learning and teaching Arabic in their day-to-day lives. Learning Arabic presents several challenges due to its complex grammar, diverse dialects, unfamiliar script, and significant differences from many other languages in terms of structure and vocabulary. These difficulties can make learning the language a demanding task for learners. This research aims to explore the importance of learning and teaching the Arabic language in the contemporary world, examine theoretical frameworks for incorporating AI in teaching Arabic to non-native speakers, and evaluate existing AI tools for it. The methodology adopted is qualitative. Primary and secondary data were collected. This research concludes that Arabic, as a language, is deeply intertwined with Islamic religious and cultural heritage, while also serving as a vital means of global communication. Teaching Arabic to non-native speakers poses unique challenges, but the implementing of AI technology offers promising solutions. AI enables personalized learning experiences, instant feedback, and diverse learning tools, ranging from text generation to virtual reality, enhancing language acquisition. By combining AI with traditional teaching methods, educators can address these challenges and maximize learning outcomes, ultimately shaping the future of Arabic language teaching to be more accessible, effective, and engaging worldwide.
Full text article
References
Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4, 100132. https://doi.org/10.1016/j.caeai.2023.100132
Alhirtani, N. A. K. (2019). Arabic Language Learning and Its Effect on Islamic Sciences Teaching a Case of a Premier University. Review of European Studies, 11(1), 51. https://doi.org/10.5539/res.v11n1p51
Almelhes, S. A. (2023). A Review of Artificial Intelligence Adoption in Second-Language Learning. Theory and Practice in Language Studies, 13(5), 1259–1269. https://doi.org/10.17507/tpls.1305.21
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342. https://doi.org/10.1080/2331186X.2023.2290342
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2023). Exploring the impact of AI on teacher leadership: Regressing or expanding? Education and Information Technologies. https://doi.org/10.1007/s10639-023-12174-w
Gharaibeh, M., & Alhassan, A. A. (2023). Role of teachers in teaching Arabic letters to young children of UAE: Exploring criteria of Arabic letters teaching. Cogent Education, 10(1), 2191392. https://doi.org/10.1080/2331186X.2023.2191392
Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Hastang, H., & R., A. (2023). Analysis of Arabic Language Learning Difficulties Among Students in the Qawaid Al-Lughah Al-Arabiyyah Materials. Didaktika : Jurnal Kependidikan, 17(1), 31–42. https://doi.org/10.30863/didaktika.v17i1.5052
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069–6104. https://doi.org/10.1007/s10639-021-10831-6
Kumar, S., Tiwari, P., & Zymbler, M. (2019). Internet of Things is a revolutionary approach for future technology enhancement: A review. Journal of Big Data, 6(1), 111. https://doi.org/10.1186/s40537-019-0268-2
Latifah, N., Amilia, S. M., & Masrokhin, M. (2023). Social and Affective Meaning of Covid-Related Terms in ‘New York Times’ Online News. In R. N. Indah, M. Huda, I. Irham, M. Afifuddin, M. Masrokhin, & D. E. N. Rakhmawati (Eds.), Proceedings of the 4th Annual International Conference on Language, Literature, and Media (AICOLLIM 2022) (Vol. 725, pp. 30–40). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-002-2_4
Niemi, H. (2021). AI in learning: Preparing grounds for future learning. Journal of Pacific Rim Psychology, 15, 183449092110381. https://doi.org/10.1177/18344909211038105
Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033
Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 15(15), 11524. https://doi.org/10.3390/su151511524
Saritoprak, S. N., & Abu-Raiya, H. (2023). Living the Good Life: An Islamic Perspective on Positive Psychology. In E. B. Davis, E. L. Worthington, & S. A. Schnitker (Eds.), Handbook of Positive Psychology, Religion, and Spirituality (pp. 179–193). Springer International Publishing. https://doi.org/10.1007/978-3-031-10274-5_12
Shafie, M. S., Yusoff, N. M. R. N., & Baharudin, H. (2019). Insight Arabic Teacher: The Challenges and Solutions to Arabic for Bidayuh’s Pupils. Creative Education, 10(12), 2658–2670. https://doi.org/10.4236/ce.2019.1012193
Taylor, D. L., Yeung, M., & Bashet, A. Z. (2021). Personalized and Adaptive Learning. In J. Ryoo & K. Winkelmann (Eds.), Innovative Learning Environments in STEM Higher Education (pp. 17–34). Springer International Publishing. https://doi.org/10.1007/978-3-030-58948-6_2
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. Heliyon, 10(2), e24289. https://doi.org/10.1016/j.heliyon.2024.e24289
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning. Sustainability, 15(4), 2872. https://doi.org/10.3390/su15042872
Authors
Copyright (c) 2024 JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION
This work is licensed under a Creative Commons Attribution 4.0 International License.
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.