Obstacles to Employing Generative Artificial Intelligence Applications in Teaching Arabic to Non-Native Speakers at Saudi Universities

Abstract:
The present study aimed to identify the obstacles to employing generative artificial intelligence (AI) applications in teaching Arabic to non-native speakers at Saudi universities. To achieve this objective, the survey method was adopted, and a questionnaire was used as the data collection tool. The study population consisted of faculty members at Arabic language institutes for non-native speakers in Saudi universities, and the sample was a random sample of 76 faculty members from this population. The results revealed that administrative and financial obstacles ranked first, followed by human-related obstacles, while technical and technological obstacles ranked third. The findings also indicated that there were statistically significant differences in the mean responses of the sample regarding administrative and financial obstacles, human-related obstacles, and technical and technological obstacles, which can be attributed to the university variable. However, no statistically significant differences were found in the mean responses regarding these obstacles attributable to the academic qualification variable. The study concluded with several recommendations, including the need to employ generative AI applications in teaching Arabic to non-native speakers at Saudi universities through a balanced approach that maximizes the benefits and minimizes the potential drawbacks of generative AI applications. It also recommended utilizing the expertise of specialists in AI, curriculum design, and educational technology to develop a clear strategy for the systematic and purposeful integration of generative AI applications in teaching Arabic to non-native speakers.