Utilizing AI-Based Tools in Teaching Maharah Kitabah and Its Implications for Students Autonomous Learning

Abstract

The development of digital technology has brought significant changes to Arabic language learning methodologies, particularly in maharah kitabah (writing skills). This study aims to theoretically examine the utilization of various Artificial Intelligence (AI)-based tools in teaching maharah kitabah in higher education and to analyze its implications for student learning autonomy, such as applications for grammar correction, translation, and other writing assistance. Using a qualitative approach with a library research method, data were collected and analyzed from various scientific literatures. The findings indicate that the us of AI tools has both positive and negative impacts. On the positive side, AI serves as an independent learning aid that accelerates qawa’id (grammar) correction, enhances mufradat (vocabulary), and provides real time feedback. Conversely, the negative impacts include passive dependency, a decline in disclipine (procrastinating until deadlines), and a reduction in students critical thingking skils. Therefore, the utilization of AI tools in learning maharah kitabah requires faculty supervision to ensure AI functions as a motivator in developing wise learning autonomy, rather than a tool that stifles students critical thinking processes.