الذكاء الاصطناعي و تعليمية اللغة العربية

Abstract

This study explores the intersection of Arabic language pedagogy and Artificial Intelligence, aiming to evaluate the effectiveness of Large Language Models (ChatGPT, Gemini, and Claude) in enhancing didactic performance and linguistic analysis. Using a descriptive-analytical approach, the research investigates these tools' ability to process the intricate structure of the Arabic language and facilitate its digital acquisition. The findings indicate that these applications represent a fundamental shift in educational resources. Gemini demonstrated superiority in response speed and manuscript digitization, Claude excelled in profound rhetorical and logical analysis, while ChatGPT showed consistent stability in grammatical syntax and linguistic formation. The study concludes that while AI serves as an interactive partner that simplifies cognitive challenges, it remains a supplementary tool. It cannot replace the essential role of the teacher, who provides pedagogical vision, critical oversight to correct algorithmic errors, and the ability to instill the aesthetic and spiritual values of the Arabic language in learners.