Models of Arabic Language Learning on Social Media

Abstract

This study aims to identify the forms, characteristics, and strategies of Arabic language learning that are developing on social media, particularly on Instagram and TikTok. Using a qualitative approach with a text-based study and content analysis of 14 active Arabic language learning accounts—8 from TikTok and 6 from Instagram—the data were collected through documentation of videos, captions, comments, and interactive features, as well as interviews with the account owners who are content creators actively producing Arabic educational materials on social media. The analysis was conducted using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that Arabic language learning on social media is characterized by microlearning that is short, practical, and visually engaging. Instagram tends to utilize carousels and infographics, while TikTok features short videos with voiceovers and subtitles. The identified learning strategies include microlearning, contextual learning through dialogues or stories, storytelling, motivational strategies with Islamic quotes, and interactive strategies such as quizzes, polls, and comments. Based on Joyce and Weil’s learning model framework, Arabic language learning on social media appears integrative and hybrid, combining the Information Processing, Social Interaction, Personal, and Behavioral Models in line with the creators’ styles and platform characteristics. Overall, social media functions as a flexible, creative, and accessible learning space for the digital generation, although the validity, depth, and sustainability of content remain challenges to be addressed for more effective Arabic language learning.