Artificial Intelligence ( AI ) as a Pedagogical Tool for Second Language Development Among Bedouin Arab Female Students in Israel

ABSTRACT The introduction of artificial intelligence (AI) in its contemporary form has prompted significant changes in teaching methodologies across educational institutions, spanning both primary and higher education. These changes include the integration of ICT applications into the academic culture. The purpose of this study is to evaluate the effectiveness of AI in supporting students who use a second language in higher education. This evaluation is conducted through a case study focusing on the course ‘Approaches to Teaching Hebrew as a Second Language’, designed for Arab‐Bedouin female students in Israel. The study examines the impact of AI tools on the students' written and oral expression in Hebrew, their second language. Employing the method of self‐reflection, a form of action research, the study centres on the experiences of teachers and teacher trainees. The analysis draws on three data sources: written assignments submitted by the students, oral presentations of academic articles delivered in Hebrew, and reflective insights provided by the students at the end of the course. The findings reveal that in both contexts–written and oral expression–the use of AI proved effective. AI tools enhanced the quality of the students' written projects, which focused on research topics, and improved their oral presentation skills.