This study addresses the limited evidence on the impact of ChatGPT integration on Arabic language learning among Generation Z students, particularly across linguistic, cognitive, motivational, and ethical dimensions. The study aims to synthesize recent evidence on ChatGPT-supported Arabic language learning and identify emerging patterns, challenges, and research gaps. A systematic literature review was employed using a PRISMA-informed approach to identify, screen, evaluate, and synthesize relevant studies published primarily between 2021 and 2026. The literature was analyzed thematically across linguistic development, motivation and engagement, learner autonomy, self-regulated learning, higher-order thinking, AI literacy, personalization, ethical use, and potential dependency. The findings indicate that ChatGPT can support Arabic reading, writing, speaking, grammar, vocabulary, translation, language practice, personalized feedback, motivation, and self-directed learning. Cognitive benefits were also identified when ChatGPT was integrated through structured guidance and active learner engagement. However, concerns regarding academic integrity, dependency, information accuracy, privacy, and inadequate human validation remain. The review concludes that ChatGPT is most effective as a guided human-AI learning support system rather than a replacement for teachers or learners. The study contributes theoretically by integrating technological, cognitive, and learner-centered perspectives and practically by highlighting the need for AI literacy, responsible prompting, teacher guidance, and human verification. Future research should examine Generation Z learners through longitudinal, experimental, and cross-skill studies in Arabic language education.
Nurfaizah, M. Hasyim, Yanti Puspita et al.· Indonesian Journal of Educat...· 0 citations
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
M. Hasyim, Isna Seftiana Arni, A. Suhaedi et al.· Journal Of Education, Teachi...· 0 citations
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