Translanguaging in Arabic Language Learning: Patterns, Impacts, and Pedagogical Implications for Students

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Although technology-assisted Arabic language learning has attracted increasing scholarly attention, research specifically examining the use of the Wayground application to support Arabic grammar learning in higher education remains limited. This study aimed to explore the implementation of the Wayground application in Arabic language learning and its contribution to improving students’ understanding of Arabic grammar at Nahdlatul Ulama University of Purwokerto. A qualitative approach was employed using a descriptive case study design. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that the use of the Wayground application increased students’ engagement, supported interactive learning, and facilitated a clearer understanding of Arabic grammar concepts through technology-based activities. These findings contribute to the theoretical development of technology-enhanced language learning and broaden understanding of digital media integration in Arabic language education. The study concludes that the Wayground application plays an important role in fostering an engaging and effective Arabic language learning environment and recommends the integration of technology-based platforms to strengthen grammar instruction in higher education. The study further offers practical implications for optimizing digital learning tools and highlights the need for future research on the long-term effects of digital applications on Arabic language proficiency and learning outcomes.

The world is increasingly showing the progress of human resources in the field of science and technology, and the development of knowledge about this technology also continues to accelerate rapidly with the discovery of many features that have sprung up to be utilized according to human technological needs. Especially in the field of education, the development of technology-based features is also increasing, supported by technology-based learning systems. Newly emerging learning systems, such as an online machine-based intelligence apk that performs class teaching movements according to the connection provided by humans, this effort is a type of association in the interaction between robots and humans with correspondences that are linked between signals and movements. In this case, the robot provides an educational learning system with a discourse recognition process. The use of robots in learning Arabic in higher education also shows how an educational institution designs the latest technology-based learning system with the use of online robots to assist the learning process in the classroom. This online robot learning system is closely related to the use of supporting wireless network cables in the online robot association; therefore, a bibliometric analysis will be carried out on the use of artificial intelligence in supporting Arabic language learning in higher education with the help of VOSviewer. The results of the VOSviewer overview will provide conclusions about the extent to which artificial intelligence effectively supports Arabic language learning in higher education.

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.

Technology is advancing and developing, and we cannot let go of our lives. One of them is in the world of education, the use of technology is often found. teachers combine technological devices in the learning process so that the learning atmosphere becomes more interesting, not only with increasingly open technological developments and the spread of information and knowledge throughout the world across the boundaries of space and time. Thus, technological developments have a positive impact on educators and students. In this study, researchers measured the extent to which the application of this technology in the learning process was highly valued. For this reason, this research aims to find out the impact of technology on Arabic language learning at the Batusangkar Institute State Islamic University. The method used in this research is a survey research method. Data collection uses observation, interviews and questionnaires. Furthermore, the expected result of this research is to find out the role or influence of technology on Arabic language learning activities in higher education. Based on the research results, it can be seen that there is an influence or influence of technology on Arabic language learning at the Batusangkar State Islamic Institute.

This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.

The Society 5.0 era demands the integration of technology and 21st-century competencies in learning, including strengthening critical thinking, communication, collaboration, creativity, character, and citizenship (6C) skills. Arabic language learning in higher education, especially in non-Arabic study programs, still faces challenges such as low interest and a lack of contextual learning methods. Project-Based Learning (PjBL) is a relevant approach because it emphasizes authentic inquiry, collaboration, and real product development. This study aims to analyze the literature on the implementation of PjBL in Arabic language learning and its implications for strengthening 6C competencies in the Society 5.0 era. The research method uses a literature study with a qualitative approach through a review of journals, books, and academic publications related to PjBL, Arabic language learning, and 21st-century competencies. The analysis was carried out by identifying, classifying, and synthesizing key findings. The results show that PjBL is able to improve all aspects of 6C through problem-solving activities, teamwork, academic communication, creativity in products, character building, and digital citizenship awareness. The implications of this research confirm that PjBL can be an effective strategy for reconstructing Arabic language learning to be more adaptive, collaborative, and in line with the demands of the Society 5.0 era

The Industrial Revolution era is a time that requires the connection between technology and various aspects of life, including education. But there are still many educational institutions that have not responded well regarding the use of technology in learning, therefore this study aimed to determine the use of E-campus as an online learning media and Arabic learning evaluation media in higher education. The research was conducted at Islamic State University of Batusangkar, the approach used was quantitative with a survey research design. The results of the study stated that E-campus could be used as an alternative in carrying out Arabic language learning, completeness of features, ease of access, and clarity of access as evidence that E-campus was effectively used for online classes in Arabic language learning, until now no features have been found in E-Campus that can be used to evaluate and measure Arabic speaking skills. The utilization of E-campus in Arabic language learning brings great benefits and influences for lecturers and students. The limitation of this study is that researchers did not design an E-campus platform that has complete features to measure four Arabic speaking skills for students, therefore future researchers can conduct research aimed at creating an E-campus model that has more complete features.

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation.

Flipped Learning in Foreign Language Learning in Higher Education: Analysis of Effectiveness and Moderator Variables. Many studies have reported that the flipped learning strategies has a significant effect on students' foreign language skills in college compared to traditional learning strategies. However, reports regarding the effectiveness of flipped learning strategies in foreign language learning are very heterogeneous. Objectives: Based on this empirical gap, this study aims to synthesize the application of flipped learning strategies in students' foreign language learning in higher education compared to traditional learning strategies. Method: This study uses the meta-analysis method to answer the objectives of this study. Findings: The results of the analysis of twelve research samples with a random-effect estimation model show that the use of the flipped learning strategies has a more significant effect on students' foreign language skills in college when compared to traditional strategies, with the combined effect size value being in the large effect category (g = 0.89; p < 0.05). In addition, the results of the moderator factor analysis show that the variables of flipped learning class capacity, ability type, and foreign language type significantly affect the effectiveness of the use of the flipped learning strategies to students' diverse foreign language skills. Conclusion: These reports provide strong evidence as recommendations for educators, researchers and educational policy makers regarding the application of flipped learning strategies in foreign language learning in higher education. Regardless of the validity of the results, this study only involved a few research samples. Further research is recommended to combine more samples, or focus on the type of abilities measured, so that it can provide more specific conclusions. Keywords: effect size, foreign language, flipped learning, meta-analysis, moderator variable.

Arabic language learning continues to face challenges related to surface-level instructional practices that emphasize memorization and structural mastery, often failing to foster learners’ awareness, meaning-making, and meaningful learning experiences. In response to shallow learning, the concept of deep learning has emerged in contemporary educational discourse; however, it has largely been developed within Western cognitive frameworks that tend to overlook the spiritual dimension of human learning. This article aims to analyze the concept of deep learning from a Qur’anic perspective through the framework of Mindful, Meaningful, and Joyful Learning and to examine its implications for Arabic language education. This study adopts a qualitative approach with a library research design. The data sources include selected Qur’anic verses related to learning, classical and contemporary Qur’anic exegesis, and relevant educational literature. Data were analyzed using a thematic–interpretative approach. The findings indicate that Qur’anic deep learning constitutes a holistic learning process that begins with awareness-based learning grounded in reason (mindful learning), progresses toward meaning-making grounded in the spiritual dimension (meaningful learning), and culminates in spiritual happiness rooted in the heart (joyful learning). These three dimensions are integrative and form a unified, transformative learning process. The implications of this study suggest that Arabic language learning should be reoriented from purely technical-linguistic approaches toward learning experiences that cultivate learners’ awareness, deep understanding, and spiritual joy. This article contributes theoretically by offering a Qur’anic-based framework of deep learning and provides a conceptual foundation for more holistic and meaningful Arabic language education.

This qualitative study explores how native peers as teaching assistants can support language learning in Higher Education. The data of five semi-structured group interviews of 15 teaching assistants in total were analysed thematically. The results indicate that the assistants embraced multiple roles during the programme and within the lessons. However, in the role of a peer student who collaborated on an equal level with the learners, they could best facilitate learning and communication. As native speakers, they complemented the teacher’s expertise by their regional and up-to-date cultural and linguistic knowledge. This article supports a wide view of mediation adopted by the CEFR Companion Volume and focuses on its two mediation activities. The so-called didactic triangle was used to illustrate how native peers mediated between the teacher, the student and the subject to facilitate the language learning process. The assistants acted as mediators in different ways, interculturally and pedagogically. Nevertheless, a few assistants experienced challenges when assisting at lower CEFR levels. Thus, it is essential to discuss roles and expectations as well as the process together with the teachers, the students and the assistants.

This study aims to explore the trajectory of Arabic language learning research in non-Arabic-speaking countries. The research method used is bibliometric analysis related to Arabic language learning in non-Arabic speaking countries. The data sources in this research are articles taken from the Scopus database using keywords such as Arabic Language Learning, Arabic Language Teaching, Arabic Language Education, and Arabic Language Teaching. We identified 108 relevant articles covering the period from 1970 to 2024. Our analysis encompasses various dimensions including yearly publication trends, authorship patterns, country affiliations, productive institutions, and prolific publishers within this thematic domain. Further insights were gathered through sophisticated analytical techniques, specifically employing VosViewer software for data visualization and thematic cluster analysis. a significant increase in research activity related to Arabic Learning within non-Arabic speaking countries, particularly evident over the past decade. Notably, Indonesia, with the world's largest Muslim population, emerges as the foremost contributor in terms of article productivity, closely followed by Malaysia and the United States. The pivotal role of the Gema Online Journal of Language Studies, affiliated with Universiti Kebangsaan Malaysia, underscores its significance as a platform shaping scholarly discourse in this field and standing as the most productive institution. Additionally, our analysis identifies Ritonga, M., as the most productive author, while Shah P.M. and Yusri, G. emerge as influential contributors within this scholarly domain. These findings provide valuable insights into the evolving landscape of Arabic language learning research in non-Arabic speaking contexts. Abstrak Penelitian ini bertujuan untuk mengeksplorasi lintasan penelitian pembelajaran bahasa Arab di negara non-Arab. Metode penelitian yang digunakan adalah analisis bibliomterik terkait dengan pembelajaran bahasa Arab di negara non-Arab. Sumber data dalam penelitian ini merupakan artikel-artikel yang diambil dari database Scopus dengan memanfaatkan kata kunci seperti pembelajaran bahasa Arab, pengajaran bahasa Arab, pendidikan bahasa Arab, dan pengajaran bahasa Arab. Penulis mengidentifikasi 108 artikel terkait yang mencakup periode 1970 hingga 2024. Analisis mencakup berbagai dimensi termasuk tren publikasi tahunan, pola kepenulisan, afiliasi negara, lembaga produktif, dan penerbit produktif dalam domain tematik ini. Pemanfaatan perangkat lunak VosViewer digunakan untuk visualisasi data dan analisis klaster tematik. Hasilnya menunjukkan peningkatan yang signifikan dalam aktivitas penelitian terkait pembelajaran bahasa Arab di negara- non-Arab, khususnya selama dekade terakhir. Indonesia, dengan populasi muslim terbesar di dunia, muncul sebagai kontributor utama dalam hal produktivitas artikel, diikuti oleh Malaysia dan Amerika Serikat. Peran penting Gema Online Journal of Language Studies, yang berafiliasi dengan Universiti Kebangsaan Malaysia, menggarisbawahi pentingnya sebagai platform yang membentuk wacana ilmiah di bidang ini dan berdiri sebagai institusi paling produktif. Selain itu, analisis kami mengidentifikasi Ritonga, M., sebagai penulis paling produktif, sementara Shah P.M. dan Yusri, G. muncul sebagai kontributor berpengaruh dalam domain keilmuan ini. Temuan ini memberikan wawasan berharga mengenai perkembangan penelitian pembelajaran bahasa Arab dalam konteks non-Arab.

In order to follow and fulfill the development of the times wrapped in technology, every Arabic teacher is also required to be able to master and apply technology in Arabic language learning. In a study conducted by Rustam Shadiev and Mengke Yang, it was found that of the twenty-four articles reviewed on the use of technology in foreign language learning, almost all of these studies reported positive results. Learners had a positive perception of the use of technology, which meant that it showed that technology was effective in supporting language learning and that learners accepted and used it. Based on this, mentoring and training activities to improve teaching competencies for 21 Arabic language teachers in the Puteri Ummul Mukminin Aisyiyah Islamic Boarding School in South Sulawesi were carried out on Saturday, May 27, 2023, with the speaker, Assoc. Prof. Dr. Nurkhamimi Zainuddin from the Faculty of Primary Language Studies, Uniersitas Sains Islam Malaysia (USIM). This is certainly expected to provide additional knowledge about the importance of using technology in Arabic language learning that can be applied both online and offline. The activity was carried out in three stages: preparation, implementation, and reflection.

This study investigates the vitality of the Arabic language and the role of Arabic language landscapes in supporting learning at Islamic universities in West Sumatra. Using a mixed-method Exploratory Sequential Design, data were collected through observations, focus group discussions, and surveys. Although Arabic signage is commonly found on campuses, its distribution is uneven and its use inconsistent. According to UNESCO’s criteria, Arabic in this context is classified as “vulnerable.” Nevertheless, Arabic landscapes demonstrate potential as learning resources, educational media, and components of a supportive linguistic environment. Students reported improvements in vocabulary and contextual understanding through exposure to these elements. While often symbolic, Arabic landscapes can provide meaningful educational value if effectively integrated. The study concludes that their strategic use could enhance Arabic language learning in higher education. Further research is recommended to involve broader populations and explore innovative approaches to incorporating Arabic landscapes into both formal and informal learning environments.