The Use of Modern Arabic Literature as an Authentic Medium in Language Learning: A Systematic Literature Review of Methods and Impact

Abstract

This article presents a systematic literature review (SLR) examining the use of modern Arabic literature as authentic teaching material in the context of teaching Arabic to non-native speakers (Ta'lim al-Lughah al-'Arabiyyah li Ghairi an-Nathiqina Biha). Focusing on academic literature published between 2015 and 2025, this review aims to answer three primary research questions: (1) What pedagogical methods are used to integrate modern literary works in the classroom?; (2) What are the reported impacts on the development of learners' linguistic competence?; and (3) What are the reported impacts on learners' affective domain and intercultural competence? Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this review synthesizes findings from various international and regional academic databases. The analysis reveals a diverse range of teaching methods, from genre-based approaches (novel, poetry, short story) to learner-centered and communicative strategies. The reported impacts are overwhelmingly positive, including significant vocabulary enrichment, improved reading comprehension skills, and the implicit development of grammatical awareness. Furthermore, the use of literature has been shown to enhance student motivation and engagement, foster critical thinking skills, and substantially deepen intercultural understanding. Nevertheless, the primary challenge identified is the pedagogical dilemma posed by the phenomenon of diglossia in Arabic. The discussion interprets these findings, proposing that best practices point toward an integrated approach that uses Fus'ha literature as a bridge to authentic communicative use. It is concluded that modern literature is not only an effective tool for language acquisition but also a transformative medium for the development of holistic communicative competence, integrating the linguistic, cognitive, and affective domains. The article closes with recommendations for teaching practice, curriculum development, and future research directions.