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All Journal ALSINATUNA Takuana: Jurnal Pendidikan, Sains, dan Humaniora Global Education Journal EDUCATUM: Scientific Journal of Education
Nik Hanan Mustapha
International Islamic University Malaysia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Taṭwīr Mahārah al-Ittiṣāl al-Syafahi Lada Muta’allimī al-Lugah al-‘Arabiyyah Lugah Ṡāniyah fī Ta’līm al-Qāim ‘ala al-Nawātij Rizka Rivensky; Nadwah Daud; Nik Hanan Mustapha
Jurnal Alsinatuna Vol 7 No 2 (2022): June 2022
Publisher : Arabic Education Program IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v7i2.4240

Abstract

Outcome-based education (OBE) clearly puts the ‘learning outcomes’ that match the needs of profession atmosphere over the ages. Meanwhile, oral communication is one of the language skills that have been of interest to most professional fields out there. The International Islamic University Malaysia has been enduring OBE for years. An educational system is one of the predisposing and exciting elements for developing skills nonetheless language skills to some extent, as it may prepare the learners to practicing and developing language skills among themselves. Hence, the study aims to cover the educational activities useful for the learner in the outcome-based education to develop communication skill. It seeks to find out how useful the activities are to develop the learner's communication skill. The researchers relied on the descriptive survey method in conducting the study. The researchers conducted this study on 234 learners, by using a set of aquestionnaire adopted from past studies to look into learners’ views towards development of oral communication skill among them through certain learning activities while they endured OBE. The study concluded that all these activities benefited the learners in developing the skill in many aspects that were clarified in the study result.
Generative AI in Arabic Grammar Learning: A Critical Review of Pedagogical Benefits and Linguistic Limitations Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.493

Abstract

The rapid development of generative artificial intelligence (AI) has significantly influenced Arabic language education, particularly in the learning of nahwu (syntax) and shorof (morphology). This study aims to critically examine the pedagogical benefits and linguistic limitations of generative AI in Arabic grammar learning through a narrative literature review approach. The study analyzes recent scholarly works on AI-assisted Arabic language instruction and grammatical analysis. The findings reveal that generative AI supports independent learning, provides immediate feedback, and increases learner engagement. However, persistent limitations remain in handling complex syntactic structures, contextual ambiguity, and accurate grammatical interpretation. The review also highlights concerns regarding learners’ overreliance on AI and the continuing need for teacher supervision. The study concludes that generative AI should function as a supportive instructional tool rather than a fully autonomous learning authority in Arabic grammar education.
Critical AI Literacy in Arabic Language Education: Rethinking Teacher Roles, Ethics, and Curriculum in the Age of Generative AI Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1714

Abstract

This study examines the growing role of generative artificial intelligence (AI) in Arabic language education and highlights the increasing need for critical AI literacy among learners and teachers. While AI tools offer opportunities to support grammar learning, vocabulary development, writing practice, and independent learning, concerns remain regarding accuracy, overreliance, academic integrity, and the decline of critical thinking. The study aims to explore the need for critical AI literacy in Arabic language learning, examine the changing role of teachers, identify institutional and ethical challenges, and propose a conceptual framework for future practice and research. A Narrative Literature Review (NLR) approach was employed to synthesize and critically interpret relevant studies. Literature was collected from Scopus and Google Scholar, resulting in 26 primary studies that were analyzed through thematic synthesis. The review identified six major themes: critical AI literacy as a pedagogical necessity, the repositioning of teachers, infrastructure and policy challenges, academic ethics and integrity, teacher professional development and AI-responsive curriculum design, and the development of a critical AI literacy framework. Based on these findings, the study proposes a preliminary framework consisting of evaluative linguistic skills, awareness of AI limitations, human–AI collaboration, the use of morphology-aware and adaptive AI tools, and the integration of digital technologies with sound pedagogical practices. The study concludes that effective AI integration in Arabic language education requires critical engagement, informed human judgment, teacher preparedness, and context-sensitive educational policies.
Why AI Struggles to Understand Arabic Grammar: A Techno-Pedagogical Review of Computational and Linguistic Challenges Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
EDUCATUM: Scientific Journal of Education Vol. 4 No. 2 (2026): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v4i2.223

Abstract

Generative artificial intelligence is increasingly used in Arabic language education, yet its performance in understanding and processing Arabic grammar remains markedly inconsistent. This narrative review examines why AI systems struggle with Arabic grammar and explores the pedagogical implications of these computational limitations. Drawing on 26 primary studies published between 2020 and 2026, the review identifies five interconnected linguistic challenges: the non-linear root-and-pattern morphology of Arabic, the routine omission of diacritics that obscures grammatical case, extensive dialectal diversity, persistent data scarcity, and the syntactic complexity of the i'rab case system. Empirical evidence shows that even advanced models perform substantially worse on morphological and syntactic tasks than on surface-level tasks, with GPT-4o achieving only 67 percent accuracy on Arabic grammar benchmarks and Arabic-specific models scoring considerably lower. The review demonstrates that the structural features of Arabic that make natural language processing difficult are precisely the features that pose risks for learners who depend on AI without critical oversight. These risks include the formation of misconceptions, overreliance on AI-generated outputs, and the erosion of critical thinking and teacher expertise. The findings suggest that effective AI integration in Arabic grammar instruction requires a Human-in-the-Loop approach, targeted teacher training, and the development of critical AI literacy among learners
Co-Authors Muhammad Fariq Heemal Attruk Nadwah Daud Rizka Rivensky