Artificial Intelligence as Linguistic Scaffolding in Mahārah Kalām Learning: Addressing Lexical and Morphosyntactic Challenges
Abstract views: 23
,
pdf downloads: 13
Abstract
The rapid development of generative artificial intelligence (AI) has created new opportunities for supporting foreign language learning, including Arabic speaking (Mahārah Kalām). However, empirical evidence explaining how students utilize AI to address linguistic challenges during oral language production remains limited. This study explores the use of AI in supporting university students' Arabic speaking learning, focusing on linguistic challenges, AI-assisted learning practices, and perceived changes in learning experiences. A qualitative case study was conducted with ten undergraduate students enrolled in the Arabic Language Education Program at Universitas Islam Negeri Salatiga, Indonesia. Data were collected through semi-structured interviews and participant observation and analyzed using thematic analysis. The findings reveal three dominant forms of AI utilization: supporting vocabulary retrieval, assisting sentence construction based on nahwu and ṣarf, and facilitating students' preparation before speaking activities. The study also indicates that AI helps students access linguistic support more efficiently and enhances their readiness for classroom speaking practices. Nevertheless, lecturer mediation remains essential to validate AI-generated outputs and prevent excessive reliance on technology. These findings suggest that AI should be integrated as a pedagogical support tool rather than a substitute for language instruction in Arabic speaking classrooms.
Downloads
References
Abdelhalim, Safaa M., Asma A. Alsahil, and Zainab A. Alsuhaibani. "Artificial Intelligence Tools and Literary Translation: A Comparative Investigation of ChatGPT and Google Translate from Novice and Advanced EFL Student Translators' Perspectives." Cogent Arts & Humanities 12, no. 1 (2025). https://doi.org/10.1080/23311983.2025.2508031.
Abdullahi, Tassallah, Ritambhara Singh, and Carsten Eickhoff. "Learning to Make Rare and Complex Diagnoses With Generative AI Assistance: Qualitative Study of Popular Large Language Models." JMIR Medical Education 10 (2024): e51391. https://doi.org/10.2196/51391.
Albantani, Azkia Muharom, and Ahmad Madkur. "Teaching Arabic in the Era of Industrial Revolution 4.0 in Indonesia: Challenges and Opportunities." ASEAN Journal of Community Engagement 3, no. 2 (2019). https://doi.org/10.7454/ajce.v3i2.1063.
Braun, Virginia, and Victoria Clarke. "Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3, no. 2 (2006): 77–101. https://doi.org/10.1191/1478088706qp063oa.
Creswell, John W., and Cheryl N. Poth. Qualitative Inquiry and Research Design. 5th ed. Thousand Oaks, CA: SAGE Publications, 2023.
Divekar, Rahul R., Jaimie Drozdal, Samuel Chabot, Yalun Zhou, Hui Su, Yue Chen, Houming Zhu, James A. Hendler, and Jonas Braasch. "Foreign Language Acquisition via Artificial Intelligence and Extended Reality: Design and Evaluation." Computer Assisted Language Learning 35, no. 9 (2022): 2332–2360. https://doi.org/10.1080/09588221.2021.1879162.
Elzerman, Garth H. "When AI Does the Thinking: The Risks of Over-Reliance on Artificial Intelligence in Higher Education Language Learning." In Proceedings of the 2025 5th International Conference on Artificial Intelligence and Education (ICAIE), 773–778. 2025. https://doi.org/10.1109/ICAIE64856.2025.11158185.
Farid, Edi Kurniawan, and Aisyatur Rodhiyah. "The Strategy of Teaching Arabic Composition in the Arabic Language Development Center at Pondok Pesantren Darul Lughah Wal Karomah Kraksaan Probolinggo Indonesia." Mantiqu Tayr: Journal of Arabic Language 2, no. 2 (2022): 132–145. https://doi.org/10.25217/mantiqutayr.v2i2.2370.
Haris, Abdul, MD. Qutbuddin, and Ahmad Fatoni. "Teachers' Trends in Teaching Arabic in Elementary Schools." Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 2 (2021): 195–210. https://doi.org/10.22219/jiz.v4i2.16875.
Holmes, Wayne, and Maya Bialik. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign, 2019.
Hong, Hui, Chantana Viriyavejakul, and Poonsri Vate-U-Lan. "Generative AI–Mediated Scaffolds for Enhanced Critical Thinking in EFL Writing." Edelweiss Applied Science and Technology 9, no. 6 (2025): 43–54. https://doi.org/10.55214/25768484.v9i6.7751.
Ilmiani, Aulia Mustika, Nurul Wahdah, and Mahfuz Rizqi Mubarak. "The Application of Albert Bandura's Social Cognitive Theory: A Process in Learning Speaking Skill." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 5, no. 2 (2021). https://doi.org/10.15575/jpba.v5i2.12945.
Lu, Dunming (Jason), and Yutian Zeng. "Exploring the Use of ChatGPT-Generated Model Texts as a Feedback Instrument: EFL Students' Text Quality and Perceptions." Innovation in Language Learning and Teaching (2025): 1–21. https://doi.org/10.1080/17501229.2025.2525341.
Mahmudah, Menik, Nurhanifansyah, and Syarif Muhammad Syaheed bin Khalid. "Psycholinguistic Approaches to Enhancing Arabic Speaking Proficiency through Comic Strips." Arabiyatuna: Jurnal Bahasa Arab 8, no. 2 (2024): 805–826. https://doi.org/10.29240/jba.v8i2.11349.
Muhlis, Wachida, Muassomah Muassomah, Ibnu Hajar, Hasmiati Hasmiati, Rusdiana Rusdiana, Andi Muammar Kareba, and Nurfadillah Nurfadillah. "Enhancing Nahwu Mastery: Implementation of the Card Sort Method in Madrasah Aliyah." Alsinatuna 9, no. 2 (2024): 207–221. https://doi.org/10.28918/alsinatuna.v9i2.2268.
Mustaghfirin, Masrun, and Rusdi. "AI-Augmented Game-Based Learning for Enhancing Arabic Speaking Skills: Evidence from a Quasi-Experimental Study." Alibbaa': Jurnal Pendidikan Bahasa Arab 7, no. 1 (2026): 76–92. https://doi.org/10.19105/ajpba.v7i1.22619.
Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (2020): 180–209. https://doi.org/10.1163/26660393-BJA10003.
Permata, Icha Gilang, and Machrup Eko Cahyono. "Implications of Social Anxiety Disorder on the Improvement of Maharah Al-Kalam Arabic Students." Alibbaa': Jurnal Pendidikan Bahasa Arab 4, no. 2 (2023): 124–147. https://doi.org/10.19105/ajpba.v4i2.8877.
Rahman, Rifqi Aulia, and Indah Kumalasari. "The Dynamics of Arabic Language Curriculum at Arabic Education Department of UIN Sunan Kalijaga Yogyakarta." LISANIA: Journal of Arabic Education and Literature 4, no. 2 (2020): 140–162. https://doi.org/10.18326/lisania.v4i2.140-162.
Salmanova, Shehla. "Gamification and AI in Language Learning—A New Era of Digital Education." Acta Globalis Humanitatis et Linguarum 2, no. 1 (2025): 262–269. https://doi.org/10.69760/aghel.02500134.
Shahbari-Kassem, Abeer, Rachel Schiff, and Elinor Saiegh-Haddad. "Development of Morphological Awareness in Arabic: The Role of Morphological System and Morphological Distance." Reading and Writing 38, no. 8 (2025): 2235–2267. https://doi.org/10.1007/s11145-024-10581-0.
Wang, Yiyin, Tiancheng Zhang, Le Yao, and Paul Seedhouse. "A Scoping Review of Empirical Studies on Generative Artificial Intelligence in Language Education." Innovation in Language Learning and Teaching (2025): 1–28. https://doi.org/10.1080/17501229.2025.2509759.
Yu, Miao. "Optimizing EFL Vocabulary Acquisition: A Randomized Controlled Mixed-Methods Investigation of Artificial Intelligence-Driven Incidental, Contextual, and Multimodal Strategies." Education and Information Technologies 31, no. 1 (2026): 53–97. https://doi.org/10.1007/s10639-025-13803-2.
Zhuang, Yipeng, Ruibin Zhao, ZhiWei Xie, and Philip L. H. Yu. "Enhancing Language Learning through Generative AI Feedback on Picture-Cued Writing Tasks." Computers and Education: Artificial Intelligence 9 (2025): 100450. https://doi.org/10.1016/j.caeai.2025.100450.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Alibbaa': Jurnal Pendidikan Bahasa Arab have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Alibbaa': Jurnal Pendidikan Bahasa Arab recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Alibbaa': Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
