Haji Ahmad, Siti Sara and Yani, Achmad and Hj Abdul Karim, Hajah Norhayati and Sahrir, Muhammad Sabri and Seff, Faisal Mubarak (2026) Enhancing the presence of arabic language within artificial intelligence ecosystems: a strategic institutional approach from Sultan Sharif Ali Islamic University (UNISSA) toward linguistic sustainability. MSW Management, 36 (2). pp. 645-646. ISSN 1053-7899
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Abstract
The accelerating expansion of artificial intelligence (AI) has profoundly reshaped contemporary language education, raising critical questions concerning linguistic presence, learner agency, and long-term sustainability within digitally mediated learning ecosystems. This study examines how AI may enhance the institutional presence of the Arabic language through a strategically coordinated educational approach, drawing on Sultan Sharif Ali Islamic University (UNISSA) as an empirical case. Grounded in the theoretical traditions of Computer-Assisted Language Learning (CALL) and second language acquisition (SLA), the study adopts an interpretive qualitative methodology to explore learners’ lived experiences with AI-assisted Arabic language learning and to analyze how AI mediates linguistic development and institutional sustainability. Data were collected in 2025 through semi-structured interviews with thirty-eight students enrolled in Arabic-track programmes who had sustained engagement with AI-supported learning tools. Thematic analysis revealed three overarching dimensions: (1) AI-supported enhancement of core linguistic skills, (2) increased grammatical and metacognitive awareness, and (3) perceived risks associated with excessive technological dependence. The findings indicate that AI functions not merely as a technical enhancement but as a pedagogical mediator that supports reading comprehension, listening accuracy, speaking fluency, writing coherence, and dynamic grammatical understanding. Beyond individual proficiency gains, AI was found to extend Arabic use beyond classroom boundaries into digitally mediated, self-directed learning practices, thereby reinforcing linguistic sustainability at the institutional level. Nevertheless, participants also articulated concerns regarding overreliance on AI, including diminished learner autonomy and reduced critical engagement. The study concludes that the pedagogical value of AI depends fundamentally on intentional instructional and institutional design that positions AI as a mediating resource rather than a substitute for cognitive effort. In doing so, the study contributes to ongoing scholarly debates on AI, learner agency, and sustainable language education.
| Item Type: | Article (Journal) |
|---|---|
| Uncontrolled Keywords: | Artificial Intelligence; Arabic as a Foreign Language; Computer-Assisted Language Learning; Linguistic Sustainability; Learner Agency; Institutional Strategy |
| Subjects: | L Education > L Education (General) P Language and Literature > PJ Semitic > PJ6001 Arabic |
| Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button): | Kulliyyah of Education Kulliyyah of Education > Department of Language & Literacy |
| Depositing User: | Prof Dr Muhammad Sabri Sahrir |
| Date Deposited: | 11 Jun 2026 17:41 |
| Last Modified: | 11 Jun 2026 17:41 |
| Queue Number: | 2026-05-Q3615 |
| URI: | http://irep.iium.edu.my/id/eprint/129206 |
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