AI GENERATIF SEBAGAI RAKAN PEMBELAJARAN BAHASA ARAB: SATU PERSPEKTIF KONSEPTUAL
GENERATIVE AI AS AN ARABICLANGUAGE LEARNING PARTNER: A CONCEPTUAL PERSPECTIVE
DOI:
https://doi.org/10.35631/IJEPC.1164036Keywords:
Kecerdasan Buatan Generatif (Generative Artificial Intelligence), Bahasa Arab (Arabic Language), Rakan Pembelajaran ( Learning Partner), Kecerdasan Buatan (Artificial Intelligence), Pembelajaran Kendiri (Self-Regulated)Abstract
Perkembangan pesat Kecerdasan Buatan Generatif (GenAI) telah mengubah landskap pendidikan bahasa dengan menyediakan peluang kepada pembelajaran kendiri, interaksi bahasa dan maklum balas segera. Walau bagaimanapun, kajian berkaitan GenAI dalam bahasa masih banyak tertumpu kepada bahasa Inggeris. Manakala kajian empirikal dan konseptual yang memberi tumpuan khusus kepada pembelajaran bahasa Arab masih agak terhad. Kajian terdahulu cenderung melihat GenAI sebagai alat teknologi berbanding konsepnya sebagai rakan pembelajaran yang berinteraksi dalam hubungan antara pelajar, guru dan kecerdasan buatan. Oleh itu, artikel konseptual ini bertujuan membangunkan perspektif GenAI sebagai rakan pembelajaran bahasa Arab serta menjelaskan mekanisme yang membolehkan GenAI menyokong proses pembelajaran. Kajian ini menggunakan pendekatan integrative literature review untuk menganalisis kajian yang diterbitkan antara tahun 2020 hingga 2026 berkaitan kecerdasan buatan, GenAI, pendidikan bahasa Arab, pembelajaran bahasa, self-regulated learning dan interaksi manusia–AI. Tinjauan literatur dianalisis secara tematik dan digabungkan dengan perspektif konstruktivisme sosial, self-regulated learning dan human–AI interaction bagi membangunkan dan memberikan asas teori bagi kerangka konseptual. Hasil dapatan menunjukkan GenAI berpotensi menyokong pembelajaran bahasa Arab melalui penyediaan kandungan kendiri, interaksi bahasa, latihan perbualan, maklum balas, latihan pembelajaran, autonomi dan penglibatan pelajar. Keberkesanannya bergantung pada kombinasi pedagogi, literasi AI, bimbingan guru, ketepatan linguistik, kesesuaian budaya dan penilaian kritis terhadap kandungan yang dijana oleh AI. Kerangka yang dicadangkan menyumbang kepada teori dengan mengubah perspektif GenAI daripada sekadar alat teknologi kepada rakan pembelajaran di samping mengekalkan manusia dan peranan guru. Dari sudut praktikal, kerangka ini dapat membimbing pendidik dan institusi dalam membangunkan pembelajaran bahasa Arab berbantukan GenAI yang bertanggungjawab, berpusatkan pelajar dan membina.
The rapid development of Generative Artificial Intelligence (GenAI) has transformed language education by providing opportunities for personalised learning, interactive communication, immediate feedback, and self-regulated learning. However, research on GenAI in language education remains predominantly focused on English, while empirical and conceptual research addressing Arabic language learning is comparatively limited. Furthermore, existing studies tend to examine GenAI as a technological tool rather than conceptualising it as an interactive learning partner within the relationship between learners, teachers, and artificial intelligence. This conceptual paper therefore aims to develop a perspective of GenAI as a learning partner in Arabic language learning and to explain the mechanisms through which GenAI can support the learning process. An integrative literature review was employed to synthesise relevant studies published between 2020 and 2026 concerning artificial intelligence, generative AI, Arabic language education, language learning, self-regulated learning, and human–AI interaction. The literature was thematically analysed and integrated with Social Constructivism, Self-Regulated Learning, and Human–AI Interaction perspectives to develop and provide a theoretical basis for conceptual framework. The synthesis indicates that GenAI can support Arabic language learning through personalised content, language interaction, conversational practice, feedback, learning exercises, learner autonomy, and engagement. However, its effectiveness is contingent upon pedagogical integration, AI literacy, teacher guidance, linguistic accuracy, cultural appropriateness, and critical evaluation of AI-generated content. The proposed framework contributes theoretically by repositioning GenAI from a technological tool to a learning partner while maintaining human agency and teacher involvement. Practically, the framework provides guidance for educators and institutions in designing responsible, student-centred, and pedagogically meaningful GenAI-supported Arabic language learning. Future empirical studies are recommended to validate the proposed relationships and examine their effects on Arabic language proficiency and learner autonomy.
Downloads
References
Learning)
Alkaabi, M. H. & Almaamari, A. S. (2025). Generative AI Implementation and assessment in Arabic language teaching. International Journal of Online Pedagogy and Course Design (IJOPCD), 15(1), 1-18. https://doi.org/10.4018/IJOPCD.368037
Alzubaidi, A., Alsuwaidi, S., Boussaha, B.E., Qadi, L.F., Alkaabi, O., Alyafeai, M., Alobeidli, H., & Hacid, H. (2025). Evaluating Arabic large language models: A survey of benchmarks, methods, and gaps. ArXiv, 1-16. https://doi.org/10.48550/arXiv.2510.13430
Avolio, B., & Benzaquen, J. (2023). Internationalization strategies for non-Western higher educational institutions: a systematic literature review and conceptual framework. International Journal of Educational Management, 38(4), 1079-1099. https://doi.org/10.1108/IJEM-05-2023-0243
Azwir, A., Zulkhairi, Z., Zulhelmi, Z., Yasir, M., & Rahmi, M. (2024). Using artificial intelligence in Arabic learning: Opportunities and challenges. EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics, 5(2), 1-15. https://doi.org/10.22373/maqalah.v5i2.6219
Bernama. (2025, August 14). 89 peratus pengguna Internet di Malaysia guna AI setiap hari - Kajian Telenor Asia. Berita Harian. https://www.bharian.com.my/bisnes/korporat/2025/08/1433411/89-peratus-pengguna-internet-di-malaysia-guna-ai-setiap-hari-kajian
Chang, W. L., & Sun, J. C. Y. (2024). Evaluating AI's impact on self-regulated language learning: A systematic review. System, 126, 103484. https://doi.org/10.1016/j.system.2024.103484
Department of Statistics Malaysia. (2025). ICT use and access by individuals and households survey report, 2025. Department of Statistics Malaysia. https://www.dosm.gov.my/portal-main/release-content/ict-use-and-access-by-individuals-and-households-survey-report-2025?
Garba, M. A., & Hassan, A. R. (2024). Use of AI in learning Arabic language by non-Arabic speakers. International Journal Of Research And Innovation In Social Science (IJRISS), VIII(VIII), 2519-2532. https://dx.doi.org/10.47772/IJRISS.2024.8080191
https://www.moe.gov.my/index.php/surat-pekeliling-ikhtisas-kpm-ai?
Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Rev, 10, 18–26. https://doi.org/10.1007/s13162-020-00161-0
Kementerian Pendidikan Malaysia. (2026). Surat pekeliling ikhtisas Kementerian Pendidikan bil. 2 tahun 2026: Panduan literasi kecerdasan buatan (AI) Kementerian Pendidikan.
Lee, S., Choe, H., Zou, D., & Jeon, J. (2026). Generative AI (GenAI) in the language classroom: A systematic review. Interactive Learning Environments, 34(1), 335–359. https://doi.org/10.1080/10494820.2025.2498537
Li, Y., Shadiev, R. & Chiu, T. K. F. (2026). Applying generative artificial intelligence to task-based language teaching and learning: A systematic review and meta-analysis. TechTrends, 70, 150-163. https://doi.org/10.1007/s11528-025-01140-7
Liu, X., Guo, B., He, W., & Hu, X. (2025). Effects of generative artificial intelligence on k-12 and higher education students’ learning outcomes: A meta-analysis. Journal of Educational Computing Research, 63(5), 1249-1291. https://doi.org/10.1177/07356331251329185
Luft, J. A., Jeong, S., Idsardi, R., & Gardner, G. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for new biology education researchers. CBE—Life Sciences Education, 21(3), 1-10. https://doi.org/10.1187/cbe.21-05-0134
Maier, N. A., Mendzheritskaya, J., Hagenauer, G., Hansen, M., Kordts, R., Stephan, M., and Thies, K. (2023). Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: A systematic literature review. Front. Psychol, 14, 1-17. https://doi.org/10.3389/fpsyg.2023.1142506
Mousi, B., Durrani, N., Ahmad, F., Hasan, M. A., Hasanain, M., Kabbani, T., Dalvi, F., Chowdhury, S. A., & Firoj Alam, F. (2025). AraDiCE: Benchmarks for dialectal and cultural capabilities in LLMs. Proceedings of the 31st International Conference on Computational Linguistics, 4186–4218.
Özturan, T. (2025). Self-regulated language learning and generative AI: A systematic review. Bogazici University Journal of Education, 42(3), 177-194. https://doi.org/10.52597/buje.1751534
Raswan, R., Mustar, M., Tamami, K., & Isnaini, Y. (2025). The future of AI in Arabic language education: Adoption, expectations, and pedagogical implications. Al-Tadris: Jurnal Pendidikan Bahasa Arab, 13(1), 1-32. https://doi.org/10.21274/tadris.2025.13.1.1-32
Rhel, H., Roussinov, D. (2026). Large language models and Arabic content: A Review. In: Albaji, A.O. (eds) Selected Papers from the International Conference on Artificial Intelligence. FICAILY 2025. Studies in Computational Intelligence, 1229. Springer, Cham. https://doi.org/10.1007/978-3-032-00232-7_26
Ridzuwan, A. Z., Halim, L., & Wan Mohammad, W. M. R. (2024). A conceptual framework of teacher and student strategies in the use of science textbooks through a systematic literature review. Jurnal Pendidikan Sains Dan Matematik Malaysia, 14(2), 1-20. https://doi.org/10.37134/jpsmm.vol14.2.1.2024
Ruyang, L., Lu, T., Mengyao, X., & Hedi, Y. (2025). Contemporary trends of AI-powered foreign language teaching: a systematic literature review from connectivism perspective. Innovation in Language Learning and Teaching, 1–21. https://doi.org/10.1080/17501229.2025.2586144
Sahrir, M. S., Albantani, A. M., & Fathudin. (2025). The use of generative artificial intelligence (AI) in Arabic language education: Insights and implications between Malaysia and Indonesia. International Journal of Research and Innovation in Social Science, IX (III), 3638-3646. https://dx.doi.org/10.47772/IJRISS.2025.90300288
UNESCO. (2023, September 7). Guidance for generative AI in education and research. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
Wang, F., Cheung, A. C. K., & Chai, C. S. (2024). Language learning development in human-AI interaction: A thematic review of the research landscape. System, 125(103424).
Wang, Y., Zhang, T., Yao, L., & Seedhouse, P. (2025). A scoping review of empirical studies on generative artificial intelligence in language education. Innovation in Language Learning and Teaching, 1–28. https://doi.org/10.1080/17501229.2025.2509759
Zhou, J., & Al-Yatim, T. M. (2024). Challenges of online Arabic language learning for Chinese students in Malaysian universities. O-JIE: Online Journal of Islamic Education, 12(2), 11-31. https://doi.org/10.22452/ojie.vol12no2.2
Zhu, M. & Wang, C. (2025). A systematic review of AI in language education: Current status and future implications. Language Learning & Technology, 29(1), 1-29. https://doi.org/10.64152/10125/73606
