STUDENTS’ PERCEPTIONS OF THE INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN ARABIC LANGUAGE LEARNING: BETWEEN INNOVATION AND DEPENDENCY

Abstract

This study aims to describe students’ perceptions of the integration of Artificial Intelligence (AI) in Arabic language learning, focusing on two main aspects: innovation and dependency. Data were collected from twelve university students across various semesters with different levels of Arabic learning experience, ranging from less than one year to more than six years. The research employed a Google Form questionnaire consisting of Likert-scale and open-ended items. The results indicate that most respondents have used AI-based platforms such as ChatGPT, Google Translate, and digital dictionary applications. The majority reported frequent or very frequent use of AI in their learning activities. Overall, students perceived that AI helped accelerate their vocabulary comprehension (mean score = 4.3) and facilitated access to learning materials (4.2). However, concerns about dependency (4.5) and reduced independent thinking ability (4.1) were also consistently expressed. Respondents considered blended learning that combines instructors and AI to be more effective than relying on either one alone. These findings suggest that AI integration in Arabic language learning can enhance efficiency and learning motivation, yet requires institutional regulation and pedagogical supervision to prevent academic dependency.