The Use of AI Writing Tools in Teaching Mahārah al-Kitābah A Literature Review on Correction, Feedback, and the Development of Arabic Writing
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Abstract
This article presents a literature review examining the role of artificial intelligence (AI) writing tools in supporting the teaching of mahārah al-kitābah (Arabic writing skill), with particular attention to correction, feedback, and the broader development of learner writing competence. Despite the rapid expansion of AI-powered writing assistance for widely studied languages, Arabic remains comparatively under-served because of its morphological complexity, script, and limited natural language processing resources. Using a narrative literature review approach, sources published between 2015 and 2026 were retrieved from Scopus, Google Scholar, ERIC, and the ACL Anthology, then synthesised thematically. The review finds that AI tools function across three layers: automated grammatical and orthographic correction, formative corrective feedback, and adaptive writing support, each interacting differently with learners' accuracy, fluency, and engagement. Findings further indicate that while generative and Arabic-specific systems show measurable gains in writing proficiency, persistent challenges include diacritisation, dialectal variation, and the risk of learner overreliance. The review proposes a conceptual framework for situating AI writing tools within mahārah al-kitābah instruction and offers implications for curriculum designers, teacher training, and future research in Arabic EdTech.
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