AI-Powered Chatbots for Enhancing Speaking Skills among Beginner Arabic Learners: A Library-Based Analytical Study

Muhammad Khanif; Hanik Mahliatussikah; Mukhlishoh Mukhlishoh

doi:10.21009/almakrifah.23.01.03

Authors

Muhammad Khanif Universitas Negeri Malang, Indonesia
Hanik Mahliatussikah Universitas Negeri Malang, Indonesia
Mukhlishoh Mukhlishoh Institut Muslim Cendekia, Indonesia

DOI:

https://doi.org/10.21009/almakrifah.23.01.03

Keywords:

Artificial Intelligence, Chatbots, Teaching Arabic to Non-Native Speakers (TAFL), Library Research, Maharat al-Kalam

Abstract

This study aims to investigate the pedagogical and technical dimensions of utilizing chatbots as virtual conversation partners to develop the speaking skills of beginner learners of Arabic as a foreign language. The study adopts a descriptive-analytical approach based on library research, synthesizing pedagogical literature, analyzing technical models, and establishing links between Second Language Acquisition (SLA) theories and generative artificial intelligence applications. The study discusses the existing gap between the "poverty of the linguistic environment" in traditional settings and the potential of "virtual partners" to reduce language anxiety and provide comprehensible input. The findings indicate that chatbots provide a "linguistically safe" environment that supports self-regulated learning and enhances both fluency and accuracy through instant corrective feedback. The study concludes by establishing a theoretical framework that proposes pedagogical criteria for designing specialized educational chatbots tailored for Arabic conversation.

References

بدوي، محمد. (2019). فاعلية التطبيقات الذكية في تنمية المهارات اللغوية العامة لدى متعلمي اللغات. مجلة التربية، جامعة الأزهر، مصر.

الجرف، ريما. (2020). تكنولوجيا التعليم في تعليم اللغة العربية. الرياض: دار النشر الدولي.

حسن، ناصر. (2021). الذكاء الاصطناعي وتعليم اللغات: رؤية مستقبلية لدمج التقنيات التوليدية. مجلة الدراسات اللغوية والتربوية.

ساري، م.، وأسني، أ. (2012). البحث المكتبي (Library Research) في أبحاث التربية اللغوية. (دراسة منهجية).

صديق، محمد. (2021). استخدام تطبيقات الذكاء الاصطناعي في تعليم العربية لغير الناطقين بها. مجلة المعهد.

طعيمة، رشدي أحمد. (1989). تعليم العربية لغير الناطقين بها: مناهجه وأساليبه. الرباط: إيسيسكو.

طعيمة، رشدي أحمد. (2004). المهارات اللغوية: مستوياتها، تدريسها، صعوباتها. القاهرة: دار الفكر العربي.

طعيمة، رشدي، والناقة، محمود. (2006). تعليم اللغة اتصالياً بين المناهج والاستراتيجيات. الرباط: إيسيسكو.

مدكور، علي أحمد. (2002). تدريس فنون اللغة العربية. القاهرة: دار الفكر العربي.

مدكور، علي أحمد. (2007). طرق تدريس اللغة العربية. عمان: دار المسيرة.

الناقة، محمود كامل. (2010). برامج تعليم العربية لغير الناطقين بها في ضوء دوافعهم وفنون اللغة. مكة المكرمة: جامعة أم القرى.

Al-Masri, A. (2019). Cultural Authenticity in AI-based Language Learning Environments. Journal of Arabic Language Teaching.

Al-Qahtani, M., & Smith, J. (2024). Generative AI in Arabic Language Acquisition: Addressing Hallucination and Morphological Accuracy in LLMs. Journal of Computer-Assisted Learning, 39(2), 145-162.

Chen, X., Wang, Y., & Zou, D. (2024). Navigating the AI Era in Language Education: Over-reliance, Privacy Concerns, and the Illusion of Competence. Computers & Education, 210, 104958.

Fryer, L. K., & Coniam, D. (2021). Bots for Language Learning: Now and in the Future. Modern Language Journal (MLJ).

Hassan, A. (2025). The Impact of Generative AI Chatbots on Foreign Language Anxiety and Speaking Fluency among Arabic Learners. ReCALL, 37(1), 22-39.

Heift, T. (2004). Corrective Feedback and Learner Uptake in CALL. ReCALL Journal.

Hockly, N. (2023). Artificial Intelligence in Language Teaching. ELT Journal, Oxford University Press.

Karsenti, T. (2019). The Role of Artificial Intelligence in Language Learning: A Review of Literature. Journal of Educational Technology.

Kohnke, L. (2023). Generative AI in ELT: Context and Applications. Routledge Focus on Applied Linguistics.

Kohnke, L., & Moorhouse, B. L. (2024). Designing Pedagogical Chatbots for Language Teaching: Mitigating Bias and Hallucination. RELC Journal, 55(1), 112-128.

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Laredo Publishing Company.

Long, M. (1996). The Role of the Linguistic Environment in Second Language Acquisition. Academic Press.

MacIntyre, P. D., et al. (1998). Conceptualizing Willingness to Communicate in a L2. The Modern Language Journal.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.

Pelau, C., et al. (2021). Who is the Winner? Artificial Intelligence vs. Human Interaction in Education. Economic Computation & Economic Cybernetics Studies.

Richards, J. C. (2008). Teaching, Listening and Speaking: From Theory to Practice. Cambridge University Press.

Sari, M., & Asni, A. (2012). Library Research dalam Penelitian Pendidikan Bahasa. (دراسة حول أهمية البحث المكتبي في التربية اللغوية).

Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics.

Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Output. Newbury House.

Thorne, S. L., et al. (2009). Second Language Use and Literacy Development in Computer-Mediated Environments. Annual Review of Applied Linguistics.

Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Warschauer, M. (1996). Computer-Mediated Communication of Second Language Acquisition. University of Hawaii.

Zed, M. (2008). Metode Penelitian Kepustakaan (Library Research). Jakarta: Yayasan Obor Indonesia.

Zheng, Y., et al. (2025). Generative AI and Second Language Output: A Meta-Analysis of Recent Technical and Pedagogical Challenges. Modern Language Journal, 109(1).