Assessing the Role of AI Chatbots in Enhancing Arabic and English Learning within Kuwait’s Bilingual Education System

Authors

Abiodun Okunola, Haidar FM Alameir Ladoke Akintola University of Technology, The Public Authority for Applied Education and Training Author

Artificial intelligence, AI chatbots, bilingual education, Arabic language learning, English language learning, educational technology.

The bilingual education system, where Arabic and English are used throughout the primary, secondary, and higher

education in Kuwait, is the key to achieving both global competence and cultural and linguistic identity. Although this

system has strengths, it has issues to do with the lack of individualized language use, limited classroom time, and lack

of feedback opportunities, especially when it comes to second language acquisition. The recent developments in the

sphere of artificial intelligence (AI), namely chatbots driven by AI, offer some perspective of overcoming these

drawbacks, through adaptive, interactive, and learner-driven language assistance. This paper evaluates the use of AI

chatbots in improving the acquisition of both Arabic and English languages in Kuwait, which has a bilingual

education system. Based on the available literature and the contextual analysis, the study examines the way AI

chatbots can facilitate personal practice, learner autonomy, and the development of listening, speaking, reading, and

writing skills in a balanced manner. Also, the paper considers the pedagogical advantages, practical issues, and

general implications of inclusion of chatbot technologies, paying specific focus to technological preparedness, the

views of educators, and the student involvement and achievement. The results are expected to be useful in the context

of making informed choices about the successful implementation of AI chatbots in the bilingual education system and

in the context of the creation of supportive, inclusive, and culturally sensitive language learning experiences in

Kuwait.