METHODS OF ARABIC LANGUAGE LEARNING IN THE DIGITAL ERA: A SYSTEMATIC LITERATURE REVIEW ON THE EFFECTIVENESS OF TECHNOLOGY IN TEACHING THE FOUR SKILLS
Keywords:
Arabic language learning, digital technology, maharah empat, systematic literature review, educational technology, language skillsAbstract
This systematic literature review examines the effectiveness of digital technology in teaching the four Arabic language skills (maharah empat) consisting of listening, speaking, reading, and writing. The research aims to identify and classify types of technology used in Arabic language learning, analyze their effectiveness on each language skill, and formulate best practice recommendations for technology integration. Using a qualitative approach with systematic literature review design, this study analyzed 63 peer-reviewed articles published between 2015-2024 from databases including Scopus, Web of Science, ERIC, ProQuest, and Google Scholar. Thematic content analysis was employed following Braun and Clarke's framework to identify patterns and themes. The findings reveal six main technology categories: mobile learning applications, e-learning platforms, gamification technology, speech recognition and pronunciation technology, virtual and augmented reality, and computer-assisted writing tools. Technology demonstrates highest effectiveness for listening skills with 42% improvement, followed by reading skills (45%), speaking skills (38%), and writing skills (33%), indicating stronger support for receptive skills compared to productive skills. Five critical contextual factors influencing technology effectiveness were identified: teacher digital literacy, instructional design quality, student technology readiness, sociocultural context and attitudes, and duration and intensity of use. The research concludes that technology is most effective when functioning as a complement to human instruction rather than a replacement, requiring integration within clear pedagogical frameworks and supported by qualified teachers with strong TPACK competencies. This study contributes to Arabic language pedagogy by providing a comprehensive evidence-based framework for technology integration and identifying priority areas for future research, particularly emerging technologies such as VR/AR and AI-based learning systems.
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