AI-supported digital pedagogy for Arabic learning: insights from female students at Princess Nourah Bint Abdulrahman University

Al-Rabdi, Nada Ibrahim and Sahrir, Muhammad Sabri and Md. Noor, Mohamad Lukman Al Hakim and Albantani, Azkia Muharom (2026) AI-supported digital pedagogy for Arabic learning: insights from female students at Princess Nourah Bint Abdulrahman University. Oeil Research Journal, 24 (8). pp. 28-42. ISSN 0029-862X

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Abstract

Generative AI has emerged as a transformative tool in education, offering innovative and solutions for Arabic language learning and teaching. This study explores the use of generative artificial intelligence (AI) in Arabic language learning among undergraduate students at Princess Nourah bint Abdulrahman University. Grounded in the theoretical framework and previous research, the study examines students' perceptions on exploring generative AI supported digital pedagogy for Arabic language learning across five dimensions: learning effectiveness, engagement, contextual accuracy, adaptability and collaboration, as well as user acceptance and satisfaction. A quantitative questionnaire was distributed to 70 female students, using a 50-item instrument with ten items per dimension. Most participants (94.3%) were purposively selected from the Arabic Language Teaching Institute, while the remaining participants were from other colleges within Princess Nourah bint Abdulrahman University. All participants reported prior experience using AI tools for Arabic language learning. Among the identified AI tools, ChatGPT was the most frequently used, followed by Gemini, Google Translate, Copilot, DeepSeek, and Cloude. The findings provide valuable insights into the benefits and challenges students face in using generative AI as pedagogical tools for Arabic language learning. In general, the study highlights the potential of generative AI in enhancing learning effectiveness, interaction, flexibility, collaboration, and user satisfaction. However, the study also points to the need to improve AI's understanding of context, its cultural sensitivity, and its ability to process idiomatic and precise Arabic expressions. The study concludes that generative AI should be integrated into Arabic language teaching as a learning support tool, through appropriate pedagogical strategies and the continuous development of AI systems that meet the linguistic and cultural requirements of learning Arabic.

Item Type:	Article (Journal)
Uncontrolled Keywords:	Generative AI, Arabic language learning, university students, learning participation, digital pedagogy
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 > Department of Language & Literacy
Depositing User:	Prof Dr Muhammad Sabri Sahrir
Date Deposited:	24 Aug 2026 12:49
Last Update:	24 Aug 2026 12:49
Queue Number:	2026-08-Q4890
URI:	http://irep.iium.edu.my/id/eprint/130981

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