<![CDATA[This study aims to investigate the pedagogical and technical dimensions of utilizing chatbots as virtual conversation partners to develop the speaking skills of beginner learners of Arabic as a foreign language. The study adopts a descriptive-analytical approach based on library research, synthesizing pedagogical literature, analyzing technical models, and establishing links between Second Language Acquisition (SLA) theories and generative artificial intelligence applications. The study discusses the existing gap between the "poverty of the linguistic environment" in traditional settings and the potential of "virtual partners" to reduce language anxiety and provide comprehensible input. The findings indicate that chatbots provide a "linguistically safe" environment that supports self-regulated learning and enhances both fluency and accuracy through instant corrective feedback. The study concludes by establishing a theoretical framework that proposes pedagogical criteria for designing specialized educational chatbots tailored for Arabic conversation.]]>
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