نوع المستند : Original Article
المؤلفون
1 Associate Professor of Arabic Language and Literature, Azarbaijan Shahid Madani University ,Tabriz, Iran.
2 Associate Professor, Department of Arabic Language and Literature, University of Quranic Sciences and Knowledge, Qom, Iran.
3 Ph.D. Candidate of Arabic Language and Literature, Azarbaijan Shahid Madani university. Tabriz. Iran
المستخلص
This article provides a systematic review of the application of artificial intelligence in improving Arabic language teaching in schools. In the digital age, traditional language teaching methods face challenges such as reduced motivation, lack of individual feedback, and limitations in the development of communication skills. Artificial intelligence has the potential to overcome these obstacles by providing solutions such as adaptive learning systems, natural language processing for speech and writing analysis, gamification tools, and intelligent assistants. This study, using a descriptive-analytical method, examined the applications of artificial intelligence in four language skills (listening, speaking, reading, and writing) in Arabic. The findings show that these technologies personalize learning, provide low-stress practice environments, and help teachers accurately assess student progress. However, the structural complexities of the Arabic language, the need for teacher training, digital inequalities, and the lack of technical infrastructure are significant challenges to the widespread implementation of these technologies. Success in this area requires a strategic approach that considers the teacher as a key educational facilitator and prioritizes the synergy of AI and pedagogy.
الكلمات الرئيسية