Knowledge Construction In Arabic Language Learning In The Chatgpt Era: Opportunities And Pedagogical Transformations

Abstract

The development of artificial intelligence (AI), particularly ChatGPT, has brought significant changes to the process of Arabic language learning at the university level. This study aims to analyze students' knowledge construction in Arabic language learning in the ChatGPT era, identify emerging pedagogical opportunities, and examine the pedagogical transformations resulting from the integration of AI technology to enhance learning effectiveness. This study employs a qualitative method using a library research approach through content analysis of various relevant academic literature. The findings reveal that: first, knowledge construction occurs through adaptive scaffolding, dialogic practice, instant feedback, and vocabulary exploration, which are aligned with Vygotsky’s Zone of Proximal Development (ZPD), enabling students to actively construct knowledge in collaborative and contextual learning environments; second, ChatGPT provides substantial opportunities through personalized learning, the simulation of authentic Arabic language environments, the development of critical digital literacy, and the enhancement of academic writing skills in innovative and sustainable ways; third, a pedagogical transformation has occurred in the form of a shift from teacher-centered learning to AI-mediated learner-centered learning, the reconfiguration of lecturers’ roles as critical facilitators and validators of AI-generated outputs, and the need for a curriculum that is adaptive to technological advancement. This study offers a comprehensive conceptual contribution to the development of AI-based Arabic language learning while upholding critical thinking, reflective learning, and academic integrity.