Developing the Rhetorical Lesson through Artificial Intelligence in Teaching Taʿrīḍ Based on Discovery Learning Theory

Abstract

This study aims to develop the teaching of the rhetorical device of taʿrīḍ (indirect expression) by moving beyond prevailing rote-based instructional methods and by constructing an educational approach grounded in discovery learning that activates the learner’s role in analyzing texts and inferring meaning based on context and situation. It also examines the potential of employing artificial intelligence, represented by ChatGPT, as a supportive tool for interactive learning. The study adopts a descriptive-analytical method to examine the theoretical and pedagogical frameworks of taʿrīḍ and discovery learning and to analyze the reality of its teaching, while also using an inductive method to trace rhetorical models of taʿrīḍ, and an applied approach to design a proposed instructional model without conducting an experimental field application. The study finds a gap between the suggestive, implicit nature of taʿrīḍ and the declarative methods commonly used in teaching it, and concludes that discovery learning provides an appropriate framework for teaching this rhetorical art by enhancing analysis, inference, and the learner’s autonomous construction of concepts. It also demonstrates the possibility of employing ChatGPT to generate exploratory questions and broaden analytical perspectives without undermining the teacher’s role. The study recommends reconsidering methods of teaching Arabic rhetoric, integrating active learning approaches and modern digital technologies, and preparing teachers to use artificial intelligence in a pedagogically sound manner. It further calls for future applied studies to measure the effectiveness of the proposed model and to extend it to other rhetorical arts.