Artificial Intelligence–Assisted Learning and Its Impact on Arabic Language Proficiency Among L2 Learners/ التعلُّم المدعوم بالذكاء الاصطناعي وأثره في تنمية الكفاية اللغوية العربية لدى متعلّمي العربية لغةً ثانية

Abstract

Artificial Intelligence (AI) is increasingly being integrated into language education as a means of supporting more adaptive, personalised, and responsive learning environments. In the context of Arabic as a second language, however, empirical evidence on how AI-assisted learning influences overall language proficiency remains relatively limited, particularly in relation to the balanced development of core language skills. This study examines the impact of AI-assisted learning on Arabic language proficiency among L2 learners through a mixed-methods design employing a single-group pre-test and post-test approach. The intervention was conducted over six weeks using an AI-supported learning environment that incorporated adaptive feedback, automated language support, and personalised learning tasks aimed at strengthening learners’ engagement in listening, speaking, reading, and writing activities. Quantitative data were collected through Arabic language proficiency assessments administered before and after the intervention, while qualitative evidence was obtained through semi-structured interviews, classroom observations, and system-generated learning records. The findings indicate that learners showed measurable improvement in overall Arabic language proficiency after the intervention, with more substantial gains observed in listening and reading compared with speaking and writing. Improvement was also evident in linguistic accuracy, fluency, and learners’ ability to recognise and correct language errors during learning activities. Qualitative findings further suggest that immediate feedback and personalised task progression contributed positively to learner motivation, active participation, and confidence, particularly during speaking tasks. The study demonstrates that AI-assisted learning can meaningfully support Arabic language development when implemented within linguistically informed instructional practices. These findings contribute to current discussions on technology-enhanced language learning and offer practical insights for the pedagogically grounded integration of Artificial Intelligence in Arabic language education.