ARTIFICIAL INTELLIGENCE AS A STRATEGY FOR EXPANDING ACCESS TO ARABIC LANGUAGE LEARNING: A CASE STUDY OF STUDENTS ON KAUNG ISLAND

Abstract

Limited access to Arabic language learning remains a challenge for students in island communities, particularly in areas where educational institutions do not provide systematic Arabic language instruction. This study aims to examine the conditions and learning needs of Arabic language access among students on Kaung Island and to formulate Artificial Intelligence (AI) as an alternative strategy for expanding such access. This qualitative study employed a case study design, with data collected through observation, interviews, and documentation of the educational context and students’ learning experiences. The findings indicate that the absence of a madrasah limits students’ opportunities to learn Arabic as a dedicated subject. Their exposure to Arabic is primarily obtained through religious education, resulting in limited basic Arabic knowledge and language exposure. These conditions indicate limited access to sustained Arabic learning resources and experiences. Based on these needs, the study proposes AI as an alternative means of expanding access through flexible digital learning resources that can support learning beyond formal classroom settings. The recommended resources include ChatGPT, FunEasyLearn Arabic, Mondly, and Al-Maany, complemented by Arabic-Indonesian dictionaries to support vocabulary acquisition, meaning comprehension, language practice, and independent learning. AI is positioned not as a replacement for teachers but as a complementary learning resource that can be adapted to students’ needs, literacy levels, and local access conditions. This study contributes to the development of technology-based strategies for expanding access to Arabic language learning in island communities with limited formal Arabic language education.