The Effectiveness of Teaching Based on "Contradictory AI" in Disrupting Rigid Linguistic Patterns and Developing Creative Synthetic Thinking in the Arabic Language for First-Grade Intermediate Students

Abstract

This study aimed to investigate the effectiveness of teaching based on "Contradictory AI" in destabilizing rigid linguistic patterns (repetitive syntactic structures, ready-made expressions, semantic rigidity) and developing synthetic creative thinking (analysis, synthesis, evaluation, creativity) in the Arabic language subject among first-grade intermediate students in Iraq. The study employed a quasi-experimental method with a two-group design (experimental and control) including pre- and post-measurements. The sample consisted of (68) first-grade intermediate students from a middle school in Najaf Governorate, Iraq, randomly assigned to two equivalent groups (34 students each). The researcher designed a learning environment based on an AI application that intentionally generated linguistic contradictions (grammatically or semantically contradictory sentences) and presented synthetic challenges to learners, while the control group studied using traditional methods. Two main instruments were developed: the Synthetic Creative Thinking Scale and the Destabilizing Rigid Linguistic Patterns Scale, after verifying their psychometric properties (validity and reliability). The results revealed statistically significant differences at the level (0.05) between the mean scores of the experimental and control groups in the post-measurement of the study variables in favor of the experimental group, with large effect sizes. The study recommended employing contradictory AI applications in teaching Arabic at the intermediate stage and training teachers to design contradiction-based activities to stimulate synthetic creative thinking among students.