Artificial Intelligence (AI) as a Pedagogical Tool for Second Language Development among Bedouin Arab Female Students in Israel
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| Title: | Artificial Intelligence (AI) as a Pedagogical Tool for Second Language Development among Bedouin Arab Female Students in Israel |
|---|---|
| Language: | English |
| Authors: | Aref Abu-Gweder (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, College Students, Second Language Instruction, Hebrew, Arabs, Ethnic Groups, Females, Second Language Learning, Written Language, Oral Language, Program Effectiveness, Language Skills |
| DOI: | 10.1111/ejed.70554 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The introduction of artificial intelligence (AI) in its contemporary form has prompted significant changes in teaching methodologies across educational institutions, spanning both primary and higher education. These changes include the integration of ICT applications into the academic culture. The purpose of this study is to evaluate the effectiveness of AI in supporting students who use a second language in higher education. This evaluation is conducted through a case study focusing on the course 'Approaches to Teaching Hebrew as a Second Language', designed for Arab-Bedouin female students in Israel. The study examines the impact of AI tools on the students' written and oral expression in Hebrew, their second language. Employing the method of self-reflection, a form of action research, the study centres on the experiences of teachers and teacher trainees. The analysis draws on three data sources: written assignments submitted by the students, oral presentations of academic articles delivered in Hebrew, and reflective insights provided by the students at the end of the course. The findings reveal that in both contexts--written and oral expression--the use of AI proved effective. AI tools enhanced the quality of the students' written projects, which focused on research topics, and improved their oral presentation skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507176 |
| Database: | ERIC |
| Abstract: | The introduction of artificial intelligence (AI) in its contemporary form has prompted significant changes in teaching methodologies across educational institutions, spanning both primary and higher education. These changes include the integration of ICT applications into the academic culture. The purpose of this study is to evaluate the effectiveness of AI in supporting students who use a second language in higher education. This evaluation is conducted through a case study focusing on the course 'Approaches to Teaching Hebrew as a Second Language', designed for Arab-Bedouin female students in Israel. The study examines the impact of AI tools on the students' written and oral expression in Hebrew, their second language. Employing the method of self-reflection, a form of action research, the study centres on the experiences of teachers and teacher trainees. The analysis draws on three data sources: written assignments submitted by the students, oral presentations of academic articles delivered in Hebrew, and reflective insights provided by the students at the end of the course. The findings reveal that in both contexts--written and oral expression--the use of AI proved effective. AI tools enhanced the quality of the students' written projects, which focused on research topics, and improved their oral presentation skills. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70554 |
