Challenges and Opportunities of Artificial Intelligence Use in Arabic Language Learning: A Systematic Literature Review
Keywords:
artificial intelligence, Arabic language learning, systematic literature review, PRISMA, educational technologyAbstract
This systematic literature review examines the challenges and opportunities associated with the use of artificial intelligence (AI) in Arabic language learning and teaching. Following the PRISMA 2020 protocol and a Population-Concept-Context framework, 98 records were identified through an AI-assisted multi-database search layer and citation snowballing; 52 studies published between 2016 and 2026 met the eligibility criteria and were synthesized thematically. The review finds that AI applications, including generative chatbots, intelligent tutoring systems, automatic speech recognition, and text-to-speech tools, create opportunities for personalized feedback, expanded practice of listening and speaking skills, and greater learner autonomy. Persistent challenges include Arabic's dialectal diversity and morphological complexity, inconsistent accuracy of AI-generated content, unequal digital infrastructure, and gaps in teacher training and assessment policy. The review concludes that pedagogically guided, teacher-mediated integration is necessary to realize AI's potential in Arabic language education responsibly.
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