Attitudes of Non-Arabic-Speaking Student-Teachers toward the Use of Artificial Intelligence Applications in Teaching Arabic Language Skills

Abstract

This study aims to identify the attitudes of non-Arabic-speaking student-teachers toward the use of artificial intelligence applications in teaching Arabic language skills. The study adopted a mixed-methods approach, in which quantitative data were collected through questionnaires administered to 24 students—representing all students in the Teacher Preparation Department enrolled in the practicum course at the Institute of Teaching Arabic to Non-Native Speakers. In addition, semi-structured qualitative interviews were conducted with 11 students.The questionnaire included four dimensions: the cognitive attitude toward the use of artificial intelligence, the affective attitude toward the use of artificial intelligence, the behavioral attitude toward the use of artificial intelligence, and the value-based and ethical attitude toward the use of artificial intelligence. The results showed that the cognitive attitude toward the use of artificial intelligence was high, with a mean score of 3.84; the affective attitude was high, with a mean score of 3.81; the behavioral attitude was high, with a mean score of 3.77; and the value-based and ethical attitude was high, with a mean score of 3.64. Overall, the attitudes of non-Arabic-speaking student-teachers were high, with an overall mean score of 3.76.