Students' perceptions of the use of generative artificial intelligence in learning Arabic at Princess Nourah bint Abdulrahman University, Saudi Arabia

Abstract

 This study explores the use of generative artificial intelligence (GI) in Arabic language learning among female students at Princess Nourah bint Abdulrahman University. Building on the theoretical framework and previous research, the study examines students' perceptions of generative AI across five dimensions: learning effectiveness, engagement, contextual accuracy, adaptability and collaboration, and user acceptance and satisfaction. A quantitative questionnaire was distributed to 70 female students, using a 50-item instrument with ten items per dimension. The majority of participants (94.3%) were from the Arabic Language Teaching Institute, while the remaining participants were from other colleges within Princess Nourah bint Abdulrahman University. All participants reported having prior experience using AI tools for Arabic language learning. Among the identified AI tools, ChatGPT was the most frequently used, followed by Gemini, Google Translate, Copilot, DeepSeek, and Cloud. The findings provide valuable insights into the benefits and challenges students face in using generative AI for Arabic language learning. In general, the study highlights the potential of generative artificial intelligence (AI) in enhancing learning effectiveness, interaction, flexibility, collaboration, and user satisfaction. However, the study also points to the need to improve AI's understanding of context, its cultural sensitivity, and its ability to process idiomatic and precise Arabic expressions. The study concludes that generative AI should be integrated into Arabic language teaching as a learning support tool, through appropriate pedagogical strategies and the continuous development of AI systems that better meet the linguistic and cultural requirements of learning Arabic.

Keywords: Generative AI; Arabic language learning; university students; learning participation; user acceptance