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Mulloh, Tamim Mulloh 
ORCID: https://orcid.org/0000-0002-6714-6181, M. Abdul Hamid, M. Abdul Hamid and Ahmad Mubaligh, Ahmad Mubaligh
(2026)
AI-Mediated Discourse in Arabic Grammar Acquisition
Linguistic Interaction Patterns in ChatGPT-Assisted Nahwu Learning.
Lingua, 21 (1).
pp. 64-77.
ISSN 2442-3823
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Abstract
This study examines the integration of ChatGPT into the teaching of *nahwu* (Arabic grammar) at an Indonesian Islamic university, where mastery of classical Arabic grammar is regarded not only as a linguistic competence but also as an essential gateway to understanding Islamic scholarly texts. The study addresses the persistent challenge that *nahwu* instruction is often characterized by memorization-based learning and teacher-centered pedagogy, limiting opportunities for learners to engage in meaningful interaction and metalinguistic reflection. In contrast, AI-assisted dialogue has the potential to foster question-driven learning, form-focused interaction, and deeper grammatical reasoning.
An explanatory sequential mixed-methods design was employed involving 34 undergraduate students at Maulana Malik Ibrahim State Islamic University. Seventeen students participated in a conventional *nahwu* class, while the remaining seventeen were assigned to a ChatGPT-assisted class. The six-week intervention incorporated structured prompting strategies, guided classroom activities, pre- and post-tests, weekly interaction logs, ChatGPT conversation records, and classroom observations. To enrich the quantitative findings, eight participants were purposively selected for semi-structured interviews.
Quantitative data were analyzed using paired-samples *t*-tests, independent-samples *t*-tests, mixed-design analysis, and effect size estimation, whereas qualitative data were examined through thematic analysis informed by the Interaction Hypothesis, Sociocultural Theory, and the Community of Inquiry framework. The findings indicate that although both groups demonstrated significant improvement, the ChatGPT-assisted group achieved substantially greater learning gains. The post-test difference between the two groups was statistically significant, *t*(32) = 6.72, *p* < .001, with a very large effect size (*d* = 2.31). Qualitative findings further revealed three recurring patterns: increasingly precise metalinguistic discourse, the transformation of the instructor's role from primary knowledge provider to verifier and learning facilitator, and the emergence of dialogic inquiry as a dominant mode of classroom interaction. These findings suggest that ChatGPT can effectively support Arabic grammar instruction by functioning not merely as an answer-generation tool but as an interactive cognitive partner that promotes learner autonomy, reflective dialogue, and deeper grammatical understanding. Nevertheless, human supervision remains essential to ensure the accuracy, appropriateness, and pedagogical quality of AI-generated responses.
| Item Type: | Journal Article |
|---|---|
| Keywords: | AI-mediated discourse; Arabic grammar; ChatGPT; Community of Inquiry; nahwu; second language acquisition. |
| Subjects: | 20 LANGUAGE, COMMUNICATION AND CULTURE > 2001 Communication and Media Studies > 200102 Communication Technology and Digital Media Studies |
| Divisions: | Faculty of Humanities > Department of Arabic Language and Letters |
| Depositing User: | Tamim Mulloh |
| Date Deposited: | 16 Jul 2026 09:55 |
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