Teaching and Assessing Arabic Writing as a Second or Foreign Language: A Scoping Review of Pedagogical Approaches, Digital Tools, and Evidence Gaps (2021–2026)
Keywords:
Arabic writing, Arabic as a foreign language, writing pedagogy, evidence mappingAbstract
Background: Teaching Arabic writing to additional-language learners involves orthography, morphology, discourse organisation and revision. Objective: To map recent evidence about pedagogy, assessment and digital mediation, and to identify methodological gaps. Methods: We developed a Population–Concept–Context framework consistent with PRISMA-ScR and descriptively charted 20 candidate primary studies published between 2021 and October 2026, identified through exploratory publisher searching. These records have not undergone comprehensive database screening. Results: Candidate studies addressed genre-based instruction, classroom collaboration, error diagnosis, writing assessment and artificial intelligence. Reported changes were difficult to compare because samples, outcome measures and intervention designs differed. Conclusion: A construct-aligned approach to Arabic writing assessment is needed, with transparent rubrics, independent performance measures and human oversight of AI support. A reproducible multilingual search and full-text eligibility review remain prerequisites for a definitive scoping review.
References
The reference list follows APA 7th edition. DOI links permit independent source checking. Primary-study methodological details not recoverable from a publisher abstract remain provisional.
Al-Adwan, H. M. M., & El-Shara, I. A. H. (2025). Writing and grammatical errors among non-native Arabic language learners. Jordanian Educational Journal, 10(3), 93–118. https://doi.org/10.46515/jaes.v10i3.1564
Almalki, H., & Storch, N. (2023). Online collaborative L2 writing: Using synchronous and asynchronous tools with Arabic as a second language learners. In M. Li & M. Zhang (Eds.), L2 collaborative writing in diverse learning contexts (pp. 130–154). John Benjamins. https://doi.org/10.1075/lllt.59.06alm
Arif, A. A., Setiyawan, A., & Hamdun, D. (2026). Artificial intelligence in Arabic writing instruction: Students' lived experiences in learning maharah al-kitabah. Alibbaa', 7(1), 206–225. https://doi.org/10.19105/ajpba.v7i1.23558
Arifin, Z., Febriani, S. R., Mahmudi, A., & Bedra, K. G. (2025). Optimizing Arabic writing skills based on TPACK learning and poster media. Ijaz Arabi Journal of Arabic Learning, 8(3). https://doi.org/10.18860/ijazarabi.v8i3.32329
Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Ashari, M. Y., Huda, M. M., & Mahfudhoh, R. (2024). Enhancing Arabic writing skills through the genre-based approach in senior high school. Journal of Arabic Language Teaching, 4(2), 121–134. https://doi.org/10.35719/arkhas.v4i2.2137
Azman, Y., & Chik, A. R. B. (2024). Students' views on using collaborative strategic reading (CSR) to develop Arabic composition writing skills. Ijaz Arabi Journal of Arabic Learning, 7(2). https://doi.org/10.18860/ijazarabi.v7i2.26392
Deviana, A. D., Qomariyah, L., Mubarak, F., & Ahya, A. S. (2022). Learning strategies for writing skills with self-efficacy based. Ijaz Arabi Journal of Arabic Learning, 5(1). https://doi.org/10.18860/ijazarabi.v5i1.13196
Dianto, T. N., Nanang Joko P, Fatoni, A., & Kalita, S. (2022). CEFR-based beginner Arabic reading and writing curriculum design in Indonesia. Ijaz Arabi Journal of Arabic Learning, 5(3). https://doi.org/10.18860/ijazarabi.v5i3.16684
Ibadillah, B. I., Syafi'i, T. I., & Bahruddin, U. (2025). Teaching dictation as a way to develop university students' writing skills. Kitaba, 3(3), 158–166. https://doi.org/10.18860/kitaba.v3i3.36945
Khamaiseh, M. A., Osman, N., & Elawadi, E. M. S. (2024). Morphological errors in the ten wazan for the writing skill of non-native Arabic language learners. Ijaz Arabi Journal of Arabic Learning, 7(1). https://doi.org/10.18860/ijazarabi.v7i1.26073
Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, 69. https://doi.org/10.1186/1748-5908-5-69
Mahmudi, I., Bujanah, H., Ismail, M., Saifulloh, A., Fatawi, I., & Hasanah, M. (2025). Analysis of online Arabic language proficiency test questions based on Bloom's cognitive taxonomy. Ijaz Arabi Journal of Arabic Learning, 8(2). https://doi.org/10.18860/ijazarabi.v8i2.29595
Maimuna, M., Ainin, M., & Taufiqurrahman, R. (2022). Arrangement of text-based handbooks to enhance writing skills in Arabic language education. Ijaz Arabi Journal of Arabic Learning, 5(1). https://doi.org/10.18860/ijazarabi.v5i1.15992
Melani, R., Mustar, Prihartini, Y., Umasugi, M. K., Sarip, M., & Hussein, A. H. A. (2026). Visual scaffolding through the picture-and-picture strategy: Evidence from a quasi-experimental study of Arabic writing instruction. Al-Muyassar, 5(1), 392–410. https://doi.org/10.31000/jev8pz45
Mubarok, A. S., Yusuf, K., & Fikri, A. H. A. (2025). Behaviorist-cognitivist integration in Arabic writing instruction: An empirical study at Surabaya Islamic junior high school. International Journal of Arabic Language Teaching, 7(2), 223–238. https://doi.org/10.32332/ijalt.v7i02.10690
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18, 143. https://doi.org/10.1186/s12874-018-0611-x
Pollock, D., Peters, M. D. J., Tricco, A. C., Munn, Z., Jia, R. M., Alexander, L., Pieper, D., Evans, C., Godfrey, C. M., Brandão de Moraes, É., Saran, A., Campbell, F., & Khalil, H. (2024). Scoping reviews. In JBI Manual for Evidence Synthesis. JBI. https://doi.org/10.46658/JBIMES-24-09
Sa'diyah, H., Rusuly, U., & Saputri, I. N. F. (2026). Implementing the PEEC technique through classroom action research: A strategy to mitigate adad–ma'dud errors in beginner-level Arabic writing. Asatiza: Jurnal Pendidikan, 7(1), 78–92. https://doi.org/10.46963/asatiza.v7i1.3390
Sa'idah, N. L., Mi'rotin, S., & Agustin, F. R. (2021). Estafet writing method to improve Arabic writing skills outcomes: Experimental study on Indonesian middle school students. Al-Ta'rib, 9(2), 205–214. https://doi.org/10.23971/altarib.v9i2.2595
Sathikulameen, A., Ahamed Zubair, K. M. A., Nadwi, A. A. H. H., Ahamedullah, M., & Ibrahim, A. M. A. (2023). Effect of an activity-based learning in teaching Arabic paragraph writing to AFL learners. Ijaz Arabi Journal of Arabic Learning, 6(3). https://doi.org/10.18860/ijazarabi.v6i3.22939
Scherer, S., Graham, S., & Busse, V. (2024). How effective is feedback for L1, L2, and FL learners' writing? A meta-analysis. Learning and Instruction, 93, 101961. https://doi.org/10.1016/j.learninstruc.2024.101961
Setiyadi, A. C., Zarkasyi, A., Firdaus, M., Anhar, A., & Muhyiddin, L. (2025). A genre-based approach in teaching Arabic writing for higher education learners. Izdihar, 8(3), 291–306. https://doi.org/10.22219/jiz.v8i3.39938
Sholawati, N. I., Baity, A., Anafiha, F. Z., & Niswatin, U. D. (2026). An analysis of orthographic and lexical errors in written Arabic. Muaddib: Journal of Arabic Language and Literature, 2(1). https://doi.org/10.51190/muaddib/v02i01.45
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., ... Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Zaimah, N. R., Fatchiatuzahro, & Hartanto, E. B. (2024). Enhancing writing comprehension in L2 Arabic learners through AI-based translanguaging chatbots. Al-Mubin: Islamic Scientific Journal, 7(1), 21–34. https://doi.org/10.51192/almubin.v7i1.753
Zubaidi, A., Munip, A., Widodo, S. A., & Zerrouki, T. (2025). Enhancing Arabic writing skills using Chat GPT-based AI learning models: A tridimensional human-AI collaboration framework. Indonesian Journal of Applied Linguistics, 15(1), 87–101. https://doi.org/10.17509/21r9r439
