ARABIC LECTURERS’ EXPERIENCES OF USING ARTIFICIAL INTELLIGENCE IN TEACHING: A PHENOMENOLOGICAL STUDY

Abstract

This study aims to understand the experiences of Arabic language instructors in using Artificial Intelligence (AI) in teaching, as well as to identify the benefits, challenges, and prospects of its use. The study employs a qualitative phenomenological approach, involving 14 Arabic language instructors selected through purposive sampling. Data were collected via open-ended questionnaires and analyzed through data reduction, thematic grouping, interpretation of experiences, and the extraction of the essence of the phenomenon. The results indicate that AI is viewed as a technology that supports instructors, particularly in enhancing the efficiency and creativity of teaching, but not as a substitute for the instructor’s role. Instructors continue to position themselves as controllers and validators through the process of verifying AI outputs. The most prominent challenge is the potential for student dependence on AI, which was cited by 50% of participants, while 71.5% expressed concern or significant concern regarding this issue. A total of 78.5% also acknowledged the existence of academic integrity issues. Nevertheless, 85.8% of participants stated they were confident or very confident they would continue using AI in the future, while 71.5% indicated a need for specialized training. These findings suggest that the future use of AI requires strengthening lecturers’ competencies in pedagogy, critical thinking, accuracy, and ethics.