Causal Evidence on AI-Assisted Academic Writing and Ethical Boundaries in Arabic Language Education: A Multi Site Study at IAI Nurul Hakim and UIN Mataram
Bukti Kausal Tentang Penulisan Akademik yang Didukung Kecerdasan Buatan dan Batasan Etis Dalam Pendidikan Bahasa Arab: Studi Multi Lokasi di IAI Nurul Hakim dan UIN Matara
DOI:
https://doi.org/10.54396/saliha.v9i1.2447Keywords:
AI-assisted writing, Arabic academic writing, academic integrityAbstract
This multi-site study examines the effectiveness and ethical boundaries of AI use in academic writing in Arabic Language Education at IAI Nurul Hakim (West Lombok) and UIN Mataram. Using a mixed methods design, the study involved 90 students assigned to an AI-assisted writing group and a conventional learning group. Quantitative results show a significant improvement in writing performance in the AI assisted group and a significant difference in final achievement compared with the conventional group, with a large effect size, indicating that well guided AI support can accelerate drafting revision cycles and measurably enhance writing quality. Qualitative findings reveal stage specific tool preferences: generative AI was mainly used for ideation, outlining, overcoming writer’s block, and improving academic tone, while editing tools were more dominant for grammar correction and stylistic refinement. Ethically, risks were uneven: lower performing students were more prone to overreliance and reported a loss of authorial voice, whereas higher-performing students tended to maintain authorial control and demonstrated stronger integrity awareness. AI limitations in culturally and disciplinarily specific terminology within Arabic academic discourse underscore the continuing importance of instructor feedback to ensure conceptual validity and rhetorical appropriateness. This study contributes an effective and ethically grounded hybrid instructional model that positions AI as a targeted scaffold and operationalizes transparency norms and context-sensitive pedagogical safeguards.
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