The Role of Artificial Intelligence in Enhancing Arabic Grammar Learning among University Students

Abstract

The integration of Artificial Intelligence (AI) into higher education has created new opportunities for language learning, particularly through interactive explanations, personalized practice, and immediate feedback. This study aims to examine the role of AI-assisted instruction in enhancing Arabic grammar learning among university students. A quantitative quasi-experimental design with a pre-test–post-test control group was employed. The participants consisted of university students who were divided into an experimental group receiving AI-assisted Arabic grammar instruction and a control group receiving conventional instruction. Data were collected using an Arabic grammar achievement test measuring students’ understanding and application of grammatical rules, identification and correction of grammatical errors, and sentence construction. The data were analyzed using descriptive statistics, paired-samples t-test, independent-samples t-test, and normalized gain analysis. The findings indicate that students who participated in AI-assisted learning demonstrated greater improvement in Arabic grammar achievement than those who received conventional instruction. AI provided students with opportunities to obtain explanations, generate contextualized examples, practice grammatical structures, identify errors, and receive immediate feedback. However, the findings also indicate that AI-generated grammatical information requires critical evaluation and lecturer guidance because AI may produce inaccurate or incomplete explanations. The study concludes that AI can function as a complementary learning technology that supports Arabic grammar learning when integrated through structured pedagogical activities and responsible use. AI should therefore complement rather than replace the role of lecturers in university-level Arabic grammar instruction.