Effectiveness of Artificial Intelligence (AI) in Arabic Language Teaching
Keywords:
Artificial intelligence, Arabic language teaching, Meta-analysis, Effect size, Language skillsAbstract
This study examines the effectiveness of artificial intelligence (AI) in Arabic language teaching, a context that remains markedly underrepresented despite the rapid adoption of AI tools after 2022. Following a multilevel random-effects meta-analytic approach, 32 empirical studies published between 2022 and 2026 were retrieved from Scopus, ERIC, and Google Scholar, yielding 16 effect sizes across reading, writing, listening, speaking, and vocabulary. Screening followed PRISMA guidelines, and Hedges' g served as the effect-size metric. Results indicate a statistically significant medium overall effect of AI on Arabic language achievement (g = 0.68, 95 % CI 0.51, 0.85, p < .001), with the strongest gains in vocabulary and writing and the weakest in listening. Moderator analyses show that blended settings, teacher-mediated implementation, and tools trained on Modern Standard Arabic outperform fully autonomous use. The findings position AI as a supplement to, not a replacement for, Arabic language teachers
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