Balancing Self-Identity and External Openness in Bilingualism: An AI Perspective | ||||
| المجلة العربية للعلوم التربوية والنفسية | ||||
| Volume 8, Issue 42, November 2024, Page 791-838 PDF (1.07 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jasep.2024.391165 | ||||
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| Author | ||||
| Maher Dakhilallah Alsaedi | ||||
| Department of Language Preparation, Institute of Teaching Arabic to Non-Native Speakers, Islamic University of Madinah, Madinah, Saudi Arabia | ||||
| Abstract | ||||
| This study examines the difficulties encountered by non-Arabic speaking students at Islamic University of Madinah in becoming bilingual. This project aims to assess the present condition of bilingualism, investigate the difficulties in maintaining linguistic equilibrium, and develop interventions based on artificial intelligence to improve language skills and promote cultural integration. Data was acquired from 35 non-Arabic speaking students using surveys using a descriptive analytical methodology.The findings indicate that the participants have a moderate degree of bilingual proficiency, with a mean score of 3.5593. It was observed that their proficiency in their native languages is higher, with a mean score of 3.8222, compared to their proficiency in Arabic with a mean score of 3.5111. Arabic is more commonly employed in social situations (mean: 3.8000) than in academic contexts (mean: 3.6000). Although students have academic difficulties as a result of language hurdles (mean: 3.5667), they demonstrate a high level of motivation to improve their Arabic language proficiency (mean: 3.7111). The stated difficulties of utmost importance are linguistic discrimination (mean: 3.6000) and insufficient resources (mean: 3.4667).The findings indicate that interventions powered by artificial intelligence can effectively facilitate balanced bilingualism through the provision of personalised, culturally integrated instruction and immediate feedback. Suggested measures consist of incorporating AI-driven language tools, developing specialised language support centres, and improving teacher training programs. Subsequent investigations should delve into the enduring impacts of artificial intelligence on bilingual education, the efficacy of cultural immersion programs, and the significance of technological tools such as virtual reality (VR) and augmented reality (AR) in the acquisition of languages. | ||||
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