Assessment of Arabic Language Skills Using AI Tools Among Gifted Talented Students

Abstract

The research question is whether artificial intelligence (AI) instruments can be used to determine the level of skills in Arabic language among 80 gifted and talented students at PERMATA Insan College. The study includes both quantitative data of assessment (as measured by assessment tools with artificial intelligence) and qualitative feedback to assess the effectiveness, precision, and pedagogical usefulness of AI-driven assessment instruments in gauging competence in four primary language competence areas, which include reading comprehension, writing composition, listening comprehension, and speaking proficiency. The data collection was conducted during the 12 weeks of time, with the help of three AI platforms that were specifically created to assess the Arabic language, and other traditional assessment methods that were used to compare them. Findings show that AI tools are highly reliable (Cronbach’s alpha = 0.89) and have a high correlation with conventional methods of assessment (r = 0.82, p = 0.001). Students with higher ability demonstrated high interest in AI-powered tests, with 87 percent of them saying that they felt more motivated and 92 percent of them finding the instant feedback system to be valuable. The research shows that AI applications are very effective in offering customized learning streams, detecting particular linguistic deficiencies, and providing differentiated levels of difficulty that can challenge gifted students at the right level. Nevertheless, weaknesses were found when it comes to evaluation of cultural subtleties and higher rhetorical techniques in classical Arabic literature. The results indicate that the implementation of AI assessment tools into the conventional ones makes it possible to develop a cohesive assessment system that is especially effective with gifted students that appreciate fast and detailed feedback as well as the possibility to learn at their own pace. The study can be important to the body of existing literature on the topic of educational technology in language learning and it has practical implications to the institutions with gifted populations in the multilingual setting.