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Exploring self-directed learning practices through ChatGPT among non-native Arabic learners at a Saudi university
Yasir A Alsamiri1, Abdulmohsin A Alshehri2
1Department of Education, Islamic University of Madinah, Medina, Saudi Arabia.
Introduction:
This study examined how non-native learners of Arabic at a Saudi university used ChatGPT as part of their self-directed learning practices. It focused on the role of ChatGPT in supporting Arabic language development and fostering motivation for independent learning.
Methods:
Adopting a qualitative research design, the study collected data through semi-structured, in-depth interviews with six learners from diverse ethnic backgrounds. The data were analyzed using thematic analysis to identify recurring themes and patterns in participants' experiences.
Results:
The findings revealed that ChatGPT played a meaningful role in supporting learners' Arabic language acquisition. Participants reported improvements in vocabulary, grammatical knowledge, and reading comprehension, highlighting the tool's value as a readily accessible learning resource. In addition, ChatGPT appeared to strengthen learners' motivation for autonomous learning by encouraging greater independence, promoting active engagement with the language, and allowing learners to tailor their learning experiences to their individual needs.
Discussion:
Overall, the study demonstrates the potential of AI-powered tools such as ChatGPT to enhance Arabic language learning and support the development of learner autonomy.
