A Critical Revision and Conceptual Framework Expansion: Investigating the Role of ChatGPT as an Instructional Aid in Teaching Arabic Syntax in Resource-Constrained Environments (A Case Study: Badakhshan University, Afghanistan)

Lutfullah Latif Poor; Sayed Azimullah Esmati

doi:10.55227/ijhess.v6i2.2576

Authors

Lutfullah Latif Poor Department of Arabic Language and Literature, Faculty of Literature and and Human Sciences, Badakhshan University, Afghanistan
Sayed Azimullah Esmati Department of Arabic Language and Literature, Faculty of Literature and and Human Sciences, Badakhshan University, Afghanistan

DOI:

https://doi.org/10.55227/ijhess.v6i2.2576

Keywords:

Arabic syntax; ChatGPT; Badakhshan University; low-resource higher education; teacher agency; digital divide.

Abstract

Arabic grammar classes at Badakhshan University run under conditions that textbooks rarely mention: blackouts lasting several hours, prepaid data that students cannot always buy, and too few lecturers who both know nahw well and have time for slow explanation. Ten undergraduates there spent five weeks using ChatGPT for syntax. Some learned to write sharper prompts—asking, for instance, for Qur’anic examples of inna with a detached pronoun and a full iʿrāb. Others copied fluent parses that were simply wrong, especially on inna, kāna, and case endings. Access was uneven. Students with a private phone and a café connection used the tool nightly; those who shared a device did not. The first study recorded these habits but was too small, too short, and had no comparison class. We therefore argue against treating the public chatbot as a default tutor. A more modest option is an on-phone Nahw Assistant: a compact model tuned on annotated Qur’anic and textbook Arabic, checked by Afghan instructors, and updated only when WhatsApp or Telegram is briefly available. Drill can sit on the device. Judgement of error should stay with the teacher in the room.

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