Trends in the Utilization of Technology in Arabic Language Learning: A Systematic Literature Review (2015-2025)
Keywords:
Arabic Language Learning; Educational Technology; E-Learning; Systematic Literature Review; Language SkillsAbstract
The rapid advancement of educational technology presents both opportunities and challenges for Arabic language learning. While numerous studies have explored the use of specific technologies, a systematic overview of trends, implications, and challenges is needed. This Systematic Literature Review (SLR) aims to map the landscape of technology utilization in Arabic language learning from 2015 to 2025. Following the PRISMA guidelines, 19 empirical studies were selected and synthesized. The findings reveal a dominant trend towards the use of e-learning platforms/LMS and mobile applications, with gamification and immersive technologies like Augmented Reality emerging as significant innovations. Technology integration consistently shows a positive impact on student motivation and supports the development of all four language skills (istima', kalam, qira'ah, kitabah). However, implementation faces multidimensional barriers, including inadequate technical infrastructure, a need for continuous teacher professional development (TPACK), and socio-cultural factors. The study concludes that while technology offers transformative potential, its successful integration requires a proactive approach in curriculum adaptation, robust institutional support, and a pedagogical shift where teachers act as facilitators of learning. This review provides practical implications for educators and policymakers and suggests future research directions, such as longitudinal studies on proficiency and comparative analysis of different technological tools
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