The Application and Impact of Technology-Enhanced Pedagogy in Arabic Language Education: A Scoping Review

Juwairiah Mohamad Ali, Lily Hanefarezan Asbulah, Hakim Zainal

Abstract


The purpose of this scoping review is to analyze how Arabic language education with technology-enhanced pedagogy has developed, looking not only at its integration, application and utilization but also the impact of current digital technologies. The review follows Arksey and O’Malley’s methodology. It is a scoping analysis of empirical researches indexed on Scopus and Web of Science with the descriptor period 2020–2025; no eligible study was found for 2020–2021, so that the final sample consisted in 13 studies published from 2022 to 2025. According to the review, AI-based applications, gamified learning environments, reality and immersive technology development, online learning systems corpora as a resource for Arabic language skills such as increased student engagement and instructional material flexibility. Their realisation depends on digital skills of teachers, the readiness of educational establishments and the synchronisation ICT tools with pedagogical targets. In addition, the review reveals persistent literature voids such as little attention devoted to language-related idiosyncrasies in Arabic, very little information about implementation difficulties and a dearth of locally adapted school-based research. Through qualitative synthesis of the evidence and discussions about methodological weaknesses, theoretical gaps are identified by this review and highlighted as providing a rather immediate call for context-sensitive research able to inform sustainable adoption of technology and pedagogically relevant innovation in Arabic teaching and learning contexts.


Keywords


scoping review; technology-enhanced pedagogy; Arabic language education; digital literacy

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References


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DOI: https://doi.org/10.18860/ijazarabi.v9i4.41542

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