Artificial intelligence (AI) based chatbots have been widely used as they offer great potential for personalized instruction. However, many AI models, including ChatGPT, are primarily trained on English-language data, raising concerns about their effectiveness in non-English contexts. Therefore, this study aims to explore the impact of using ChatGPT on Arabic language learning, primarily focusing on non-native speakers of Arabic and its potential for personalized instruction. This qualitative study gathered data through a focus group discussion with seven Malay learners of Arabic language at Universiti Islam Sultan Sharif Ali. Before the discussion, the participants completed eight language exercises using ChatGPT: grammar, morphology, paraphrasing, diacritization, error analysis, sentiment analysis, translation, and summarization. The study addresses the challenges and opportunities of using ChatGPT to complete tasks. While students benefited significantly from ChatGPT’s assistance in paraphrasing, summarization, and translation tasks, challenges arose in grammar and morphology due to accuracy limitations. The study also underscores the importance of crafting precise prompts to maximize ChatGPT’s effectiveness. Additionally, concerns such as overreliance on AI, ethical considerations, and technological limitations emerged. Despite these challenges, students recognized ChatGPT’s value as a supplementary tool for personalized learning. This study underscores the importance of refining AI training data and developing clear guidelines for its responsible use in language education, offering valuable insights for educators and learners seeking to integrate AI-driven tools into personalized Arabic language instruction.