Exploring AI-assisted Arabic learning for linguistic intelligence development among Indonesian university students

Abstract

Artificial intelligence (AI) is increasingly used in language classrooms, yet empirical accounts of how it supports linguistic intelligence in Arabic learning remain limited in Indonesian higher education. This study explores how AI-assisted learning supports students’ perceived development of linguistic intelligence and identifies the benefits and challenges experienced during its implementation. Using a descriptive qualitative design supported by descriptive questionnaire data, the study involved 78 undergraduate students who had used AI-supported Arabic learning tools for at least one academic semester. Data were collected through a Google Forms questionnaire, semi-structured interviews with 10 students, nine non-participant classroom observations, interviews with five lecturers, and analysis of AI-generated learning artifacts. The findings show that students reported development in vocabulary recognition (53 of 78 students; 67.95%), morpho-syntactic awareness (50 students; 64.10%), pronunciation accuracy (45 students; 57.69%), reading comprehension (41 students; 52.56%), and analytical reasoning in language tasks. On the overall learning experience, 18 students (23.08%) reported very favorable experiences, 47 students (60.26%) reported favorable experiences, and 13 students (16.67%) reported neutral experiences. Interviews, observations, and document data indicate that AI feedback helped students notice lexical errors, revise sentence structure, practice pronunciation, and analyze Arabic texts more independently. However, limited digital literacy, unstable infrastructure, and AI’s limitations in interpreting cultural and pragmatic meanings remained important constraints. The study suggests that AI should be used as a complementary pedagogical tool within teacher-guided, culturally responsive Arabic instruction.