Andragogy Theory, introduced by Malcolm Knowles, emphasizes that adult learners have different learning characteristics from children. These include the need to understand the goal of learning, the idea that experience serves as the foundation for learning, the propensity to learn of one's own accord, and a problem-solving mindset. In this sense, the blended learning strategy -- which combines in-person and virtual instruction -- is seen as a successful way to address the educational requirements of adult learners. This study uses a blended learning strategy to explore Arabic language acquisition, grounded in Andragogy Theory. This study employs a quantitative methodology, collecting data from adult learners enrolling in Arabic language courses via questionnaires. This study included 34 adult learners from a variety of backgrounds. According to the study's findings, learners have positive attitudes toward blended learning in Arabic education. Most respondents agreed that integrating face-to-face and online learning is an effective strategy. In addition, learners agreed with the use of Andragogy Theory in the Arabic language learning process. They believe that adult learners must be motivated and clear about their learning objectives. This study suggests that Arabic language learning programs for adult learners should continue employing a blended learning approach based on Andragogical principles. This strategy is likely to enhance the effectiveness of the learning process and promote adult learners' active participation in mastering Arabic.
The study aimed to investigate the effectiveness of a program based on the use of Prophetic texts in developing critical and persuasive writing skills among learners of Arabic as a foreign language. To achieve this objective, the researchers developed an instructional program and designed two tests: the first to assess critical writing skills, and the second to assess persuasive writing skills. The researchers employed a quasi-experimental one-group design to examine the effectiveness of the program (the independent variable) in enhancing both critical and persuasive writing skills (the dependent variables) by comparing the research group’s pre-test and post-test results on both writing skill assessments. The research sample consisted of 25 advanced-level students enrolled in the language preparation program at the Institute for Teaching Arabic at the Islamic University of Madinah. The results revealed statistically significant differences at the (0.01) level between the mean scores of the group in the pre-test and post-test of both critical and persuasive writing, in favor of the post-test. These differences are attributed to the use of Prophetic texts in the development of these skills. Based on these findings, the researchers presented a set of recommendations and suggestions for further research.
Arabic language education is increasingly transitioning into digital spaces to meet the demands of modern learners and expand accessibility. However, many existing online Arabic learning modules lack structured instructional design, resulting in limited learner engagement and effectiveness. This paper addresses this gap by proposing a systematic approach for developing an Arabic-language online learning module using the ADDIE instructional design model, which comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. The study presents a conceptual application of each ADDIE phase tailored to Arabic language instruction, incorporating needs analysis, learning objectives, content creation, digital tools, and formative assessments. The proposed design framework is expected to result in a more coherent, interactive, and learner-centered module that improves student outcomes in language acquisition. This research contributes to Arabic language pedagogy by offering a replicable model for educators and designers to develop high-quality digital learning materials aligned with pedagogical and technological best practices.
Displacement caused by climate is one of the most burning humanitarian matters of the twenty-first century, as millions of people of different nationalities of the world suffered this problem, and their linguistic environments also changed fundamentally. This project is based on the auditory differences of the speech pattern of the internally displaced students (IDPs) in Iraq and how environmental displacement and other climate-specific stressors can impact phonetic production. This study employs both a mixed-methods approach which incorporates both acoustic phonetics analysis and sociolinguistic interviews to analyze samples of speech among 120 IDP students between the ages of 14-22 in three camps in Kurdistan Region of Iraq. According to the findings, the displaced populations show considerable differences in the frequencies of the vowel formants, consonant rates of the articulations, and the prosodic patterns. The statistical tests prove that the displacement term, the exposure to various languages in camp conditions, and climate-related trauma will exhibit significant changes in phonetics being measurable. The study is an addition to the new branch of research in eco-phonetics as it draws an empirical relationship between environmental displacement and variation in speech and gives implications to educational intercession and linguistic integration programmes to the displaced groups.
This study aims to explore the semantics of primary Arabic literature. It compares insights from modern embryology with the texts of the Quran and Hadith. Furthermore, it will attempt to extract key findings that align with modern medical knowledge and authentic religious texts. The semantics of the verse on fetal development in the mother's womb go through several distinct stages. The word "nutfah" (a drop of sperm), which is then transformed into a clot (alaqah), and then into a lump of flesh (mudghah), which takes place over a period of one hundred and twenty days. After this, the bones form and are covered with flesh, culminating in the breath of the soul into the fetus. Some researchers suggest that human development occurs over a period of eighty-four days, while others extend this period to the twenty-fourth week of pregnancy. However, most contemporary scholars interpret the stage after mudghah, when bones begin to develop and become covered with flesh, followed by the stage in which the fetus acquires the ability to survive outside the womb.
This study investigates Al-Jawharī’s treatment of ihmāl (undotting) and iʿjām (dotting) in his renowned dictionary Al-Ṣiḥāḥ, highlighting a linguistic phenomenon that has received little independent attention despite its significance in Arabic philology. By examining how the presence or absence of a single consonantal dot can alter meaning, the research explores the phonetic and semantic dimensions of Arabic lexicography. Using an analytical and comparative approach, the study analyzes lexical entries that exhibit variation in dotting, supported by evidence from Qur’anic readings, prophetic traditions, and classical poetry. It also compares Al-Jawharī’s handling of such variations with that of other major lexicographers to uncover his methodological principles in organizing and explaining dotted and undotted forms. The findings reveal that consonantal dotting not only influences meaning but also reflects the linguistic precision and awareness of early lexicographers. Moreover, the study demonstrates how phonetic features shape semantic distinctions and how Qur’anic citations contribute to reinforcing lexical meanings within Al-Ṣiḥāḥ.
21st-century education demands that educators cater to the diversity of student potential, particularly following the abolition of the class streaming system in 2019, which created mixed-ability classes. However, the unreadiness of Arabic language teachers, who often remain bound by traditional methods, has been found to hinder the student learning process. Therefore, this study aims to explore the role and integration of Teaching Aids in supporting the implementation of Differentiated Pedagogy among Arabic language teachers. This qualitative study employs a case study design using semi-structured High School, Johor. The data analysis outlined four main themes: selection strategies for Teaching Aids based on student inclination and cognitive levels; effective characteristics of Teaching Aids encompassing real materials and multimedia; suitability measurement mechanisms through teacher reflection; and implementation challenges involving resource, time, and training constraints. Overall, the study concludes that Teaching Aids function as a critical strategic instrument, not merely a support tool, in bridging student cognitive gaps. The implications suggest that teacher training programs should be empowered with innovations in Teaching Aid development to ensure a more effective and inclusive implementation of Differentiated Pedagogy in Arabic language education.
Augmented Reality (AR) has attracted increasing attention in educational research for its potential to enhance learning through immersive, multimodal experiences; however, its application in Arabic poetry learning remains underexplored. This study aims to analyse pedagogical challenges and learner needs in studying Arabic poetry, to design an AR-based instructional module grounded in instructional design and multimedia learning principles, and to develop the proposed module through the AR Oasis application. A quantitative research design employing a survey-based needs analysis was implemented with five undergraduate Arabic learners. Descriptive statistical analysis revealed that difficult vocabulary constituted the most critical challenge (100%), followed by complex grammar, lack of historical and cultural context, and difficulty in visualising poetic imagery (each at 80%), while low interaction and boredom were reported by 40% of participants. Learners demonstrated a strong preference for visual explanations (100%), contextual and digital learning approaches (80%), and multimodal AR content integrating text, images, audio, video, animation, and three-dimensional objects (100%). From a usability perspective, page-flipping navigation (100%), combined icon-text menus (80%), and mobile-first design (60%) were strongly favoured. These findings confirm that the challenges of Arabic poetry learning are not purely linguistic but are deeply tied to visualisation, contextualisation, and learner engagement. The study contributes to the emerging field of immersive literary learning by providing empirically grounded design requirements for AR-based Arabic poetry instruction. Although constrained by a small sample size, the findings offer a robust foundation for future large-scale experimental and longitudinal research on AR-supported literary education.
This study addresses the scholarly movement in linguistic and literary sciences in the city of Nablus, one of the prominent intellectual centers in the Levant during the Islamic era, due to its significant contributions to the Arabic language and its various sciences. The research highlights the city’s attention to Arabic linguistic studies, particularly in grammar, morphology, and language, and their role in supporting religious sciences, alongside the flourishing of literary activity in both poetry and prose. The study also examines the contributions of Nablus scholars in advancing linguistic and literary studies, introducing the most prominent linguists, grammarians, poets, preachers, and writers who played a key role in establishing the city’s scholarly status, whether through teaching, authoring, or engaging in cultural life in major centers such as Damascus, Baghdad, and Cairo. Furthermore, the research emphasizes the pivotal role of these scholars in enriching non-Arabic-speaking communities through their educational and cultural journeys, spreading Arabic language and knowledge beyond the Arab world. The study employs a historical-analytical approach to trace the emergence and development of this scholarly movement, analyzing literary and linguistic texts from historical sources. It concludes that Nablus formed a fertile intellectual environment that preserved and promoted the Arabic language, and its scholars actively contributed to enriching Arabic linguistic and literary heritage and disseminating it among diverse peoples, reflecting the city’s significant cultural and civilizational status in Islamic history.
This study aims to explore the challenges faced by students in understanding the concept of isti'arah, which is one of the important elements in the subject of Balaghah. In addition, this study also assesses the level of effectiveness of the teaching approach currently practiced in religious education institutions under the management of the Federal Territory Islamic Religious Council (MAIWP). The approach of this study was qualitative, using a semi-structured interview method involving five Form Six students from two selected religious secondary schools who implemented the Early Curriculum at the STAM level. The data obtained was analyzed using a thematic approach to identify patterns, key issues, and suggestions for improvement submitted by students. The results of the study showed that students faced various challenges such as confusion in distinguishing between literal and figurative meanings, difficulty in understanding Balaghah's technical terms, as well as the absence of effective visual aids. In addition, the teaching method that is too teacher-centred and theory-oriented is also a factor in low and passive student involvement. Students suggest that learning resources be renewed with more interactive, engaging and contextual approaches such as the use of animation, digital mind maps, virtual reality (VR) technology, as well as visual materials sourced from modern media and contemporary literary works. Based on these findings, this study proposes the development of a Technology-Based Instructional Learning Model that emphasizes elements of visualization, interactivity, and application of real-world contexts. Overall, this study contributes to efforts to empower the pedagogy of Balaghah to be more innovative, student-centric, and in line with the needs of Islamic education in the digital era and the 21st century.
Tawakkul in research serves both as a spiritual and methodological principle, guiding the researcher, improving the quality of work, fortifying it ethically, and motivating the production of beneficial and impactful knowledge that serves the self, community, nation, and seeks Allāh’s pleasure. The lack of Qur’ānic grounding and practical application of Tawakkul in research can lead to methodological lapses and unethical practices. This study aimed to define Tawakkul in scientific research, extract its practical etiquettes from the Qur’ān, and link them to contemporary academic practice. Using an inductive-analytical approach to Qur’ānic texts and a deductive method for practical application, the study defined Tawakkul as reliance on Allāh while taking legitimate means, exerting effort, maintaining diligence, and seeking divine pleasure and societal benefit. Twenty etiquettes were identified, grouped into three domains: reliance on the Creator (trust, seeking assistance), self-discipline (initiative, perseverance), and responsibility toward others (scientific integrity and service). Adhering to these principles enhances research integrity, prevents plagiarism and dishonesty, elevates the status of scientific research, and ensures the continuity of its scholarly and ethical impact.
Inclusive education in English as a Foreign Language (EFL) has become increasingly critical in online higher education, particularly for Arabic-speaking learners who face unique linguistic challenges in developing oracy skills. This study evaluates the effectiveness of the Multimodal Cognitive Oracy Model (MCOM) in enhancing listening and speaking competencies among Arabic learners at B.S. Abdur Rahman Crescent Institute of Science and Technology, School of Arabic and Islamic Studies. A mixed-methods quasi-experimental design was employed with Arabic-speaking EFL learners enrolled in online degree programs. Participants were divided into experimental and control groups, with the experimental group receiving instruction through the MCOM framework incorporating computer-assisted language learning (CALL) tools, multimodal inputs (audio, visual, textual, kinesthetic), and cognitive scaffolding strategies. The eight-week intervention integrated authentic English materials, synchronous and asynchronous interactive activities, and formative feedback mechanisms. Data collection included pre- and post-intervention assessments of listening comprehension and speaking proficiency, supplemented by qualitative feedback through questionnaires and reflective journals. Results demonstrated statistically significant improvements in both listening comprehension and speaking fluency for the experimental group. Participants exhibited enhanced phonological awareness, improved pronunciation accuracy, increased oral communication confidence, and better comprehension of varied English accents. Qualitative analysis revealed high learner engagement and satisfaction with multimodal activities. Visual and auditory scaffolding effectively addressed L1 interference and facilitated cognitive processing of English phonemes. The study confirms that the Multimodal Cognitive Oracy Model provides an effective, inclusive pedagogical framework for Arabic-speaking EFL learners in online contexts. Practical implications emphasise curriculum integration of technology-enhanced oracy activities, educator training in CALL methodologies, and institutional digital infrastructure investment. Future research should explore longitudinal impacts and cross-cultural applications of the MCOM framework.
This study investigates the challenges and implications of linguistic inequalities in e-learning environments, focusing on the interplay between English and Arabic in the Saudi Arabian context. While English is frequently employed as the medium of instruction in higher education, Arabic remains the dominant language of cultural and social interaction. This linguistic imbalance creates barriers that affect students’ access to, and engagement with, digital learning platforms. To explore this issue, the research adopts a quantitative case study design involving 150 Saudi university students enrolled in various online learning programs. Data were collected through a structured questionnaire designed to measure students’ perceptions of language barriers, their learning experiences, and academic performance outcomes related to English- and Arabic-mediated e-learning platforms. The responses were analyzed using descriptive statistics (mean, standard deviation, frequency distributions) and inferential statistical methods, including independent sample t-tests and one-way ANOVA, to examine significant differences across variables such as proficiency level, academic discipline, and frequency of platform usage. Findings reveal that linguistic inequalities significantly shape students’ ability to comprehend course materials, participate in discussions, and achieve desired learning outcomes. English-dominant platforms were perceived as advantageous for students with higher proficiency but exclusionary for those with limited English competence, while Arabic-supported platforms facilitated inclusivity but were often limited in scope and resources.
This study examines the social poetry of Fuad Bleybel as a literary production that combines aesthetic sensitivity with social awareness. It moves beyond theoretical description to a semantic analysis of Bleybel’s poetry, which reflects the reality of society in his time and the afflictions that plagued it. The first part of the study discusses the concept and historical development of social poetry, while the second, applied part analyzes Bleybel’s social poetry from artistic and literary perspectives. From an artistic standpoint, the study explores elements such as imagination, figurative imagery, techniques of personification and embodiment, the poetic narrative, language, musical rhythm, and the sincerity of emotion. From a literary standpoint, it addresses the social reality and its positive aspects humility, benevolence, and kindness to the weak—as well as its negative aspects oppression, tyranny, hunger, misery, and disloyalty—alongside themes of education and unity. The study concludes with the most significant findings.
A review of classical Arabic lexicons shows that the term ʿāṭifah (emotion) originally conveyed meanings of tenderness and care. In the modern period, however, its semantic scope expanded to encompass a broader range of affective states, including anger, resentment, fear, and other emotional responses. Thus, when we speak of the “emotion of the writer,” the term is not confined to notions of love and affection, but extends to all affective experiences a human being may undergo, such as anger and disgust. Classical Arab critics addressed poetic genres from an affective perspective by employing related terms and near-synonyms for emotion, such as maqāṣid (intentions), aghrāḍ (themes or purposes), and aḍrāb (types), among others. Contemporary Arab critics, in turn, were influenced by Western conceptualizations of emotion and by the expansion of its semantic and theoretical dimensions. They were also influenced by Western attempts to differentiate between emotion and feeling. By synthesizing the Arab critical heritage with Western scholarship, Arab critics were able to employ the concept of emotion in developing literary criticism. Theorist-critics sought to define the role and status of emotion within the literary work, and subsequent scholars endeavored to apply these theoretical insights to detailed textual analyses. They identified the types of emotions present in literary texts, their classifications, the lexical and stylistic markers that signal them, as well as the rhetorical techniques and strategies that implicitly convey affect. Such critical concepts cannot be isolated from psychological studies, which may assist both critics and authors in understanding the affective and emotional dynamics of the human psyche. These studies have arguably contributed to clarifying ambiguities surrounding authors’ emotions and feelings, especially since many literary expressions and imaginative constructs that signal affect cannot be adequately interpreted solely from a literary or aesthetic perspective; rather, they must be supported by psychological and human sciences.
This study highlights the improvement of reading classical poetry by repetition among students of King Fahd University of Petroleum and Minerals in Dhahran through the Khalil 2 program, which was able to measure the reader’s improvement and reveal the percentage of improvement each time he repeated the experience. The semi-experimental structure was used, the new Khalil 2 program, and the computer tools were investigated. The study concluded that the Khalil 2 program was effective in the effectiveness of reading classical poetry among the study.
Writing in Arabic remains a persistent challenge for non-native university learners, primarily due to the interplay between structural limitations and affective barriers—an intersection that has received limited integrative investigation. This study aims to identify and analyze the main obstacles faced by students in Arabic academic writing using the CAF (Complexity, Accuracy, Fluency) framework, as conceptualized by Barrot and Agdeppa (2021), which serves as the primary analytical lens. A descriptive-qualitative approach was employed, involving textual analysis of student writing samples and thematic analysis of responses collected through a Google Form questionnaire. The findings reveal that students struggle to construct complex syntactic structures, maintain grammatical accuracy, and sustain coherent idea development. These three dimensions are interdependent and further exacerbated by psychological factors such as fear of making mistakes and low self-confidence. The study concludes that writing difficulties are not purely linguistic but are also shaped by affective and cognitive dimensions. Theoretically, this research contributes to a deeper understanding of the interrelationship between linguistic competence and psychological readiness in academic writing. Practically, the findings offer pedagogical implications for designing more integrative writing instruction that emphasizes syntactic exploration, functional grammar internalization, and the development of metacognitive strategies.
This study examines justification in Arabic critical and rhetorical discourse as a fundamental tool employed by critics and rhetoricians to justify evaluative judgments, interpret literary texts, and establish critical and rhetorical principles. The development of justification is closely linked to the evolution of Arabic knowledge, which shifted from sensory-based cognition to rational inquiry grounded in reflection and inference. Early critical judgments, particularly before and at the onset of formal authorship, were often presented without explicit justification. However, with the maturation of Arabic intellectual traditions, scholars increasingly sought to justify such judgments and became less inclined to accept them without supporting arguments. Consequently, justification emerged as an essential means of reinforcing and validating judgments, enhancing their persuasive force and ensuring their acceptance, as justified claims are more compelling than unsupported assertions. Moreover, justification contributed to the development of critical and creative thinking by encouraging inquiry into the grounds upon which judgments are based. It also assumed diverse forms and was influenced by related disciplines, including theology (kalām), legal theory (uṣūl al-fiqh), and grammar (naḥw). In addition, theological orientations played a significant role in shaping justificatory practices, particularly in the interpretation of religious texts and discussions of the inimitability of the Qurʾān.
This study presents a critical edition of the Badīʿiyya manuscript entitled Eşrefü’l-Beşer’i Medheden Eşrefü’l-Beşer, composed in the 11th century AH in Mecca by ʿAbd al-Qādir b. Muḥammad al-Ṭabarī al-Makkī (d. 1033 AH/1623 AD). The research aims to investigate al-Ṭabarī’s contributions to Arabic rhetorical terminology, analyze the poetic application of Badīʿ devices within the text, and present the manuscript in a reliable scholarly form. Adopting a descriptive and comparative methodology, the study relies on classical rhetorical sources for textual emendation and verification (ḍabṭ). A significant finding of this research lies in the manuscript's prose introduction, which provides concise definitions for over one hundred rhetorical terms, reflecting the scholarly conventions of the late rhetorical school. The study reveals that al-Ṭabarī systematically integrated these devices into a unified poem following the basīṭ meter and a single rhyme, successfully bridging theoretical exposition with practical poetic illustration. The edition, based on the sole extant manuscript, addresses scribal errors through contextual evidence and established literature. The study concludes that this Badīʿiyya serves as a vital primary source for tracing the evolution of late Arabic rhetorical traditions and the development of the Badīʿiyyāt genre.
