Artificial Intelligence in Arabic Assignment Writing: A Case Study of UiTM Kelantan Students

Abstract

The rapid advancement of artificial intelligence (AI) has transformed academic writing practices in higher education, including second and foreign language learning contexts. This study investigates the use of AI in Arabic assignment writing among students at Universiti Teknologi MARA (UiTM) Kelantan. Grounded in the Technology Acceptance Model (TAM), the research analyzed data from 193 respondents across six constructs, yielding high overall mean scores for Perceived Usefulness, Perceived Ease of Use, and Behavioral Intention. The findings reveal that students generally hold positive perceptions toward AI, finding it particularly useful for completing assignments more quickly (M = 4.39) and generating ideas (M = 4.26). While students reported that AI tools were easy to access (M = 4.34), actual usage patterns showed a heavy reliance on translation (87.0%) and grammar checking (83.4%). Notably, the lower mean score for writing independence suggests that AI is currently used more as a performance-oriented aid than as a tool for deeper language mastery, raising concerns about overdependence. The study concludes that AI holds significant pedagogical potential when integrated strategically to enhance rather than replace learner autonomy.