Ijaz Arabi Journal of Arabic Learning (ISSN Print: 2620-5912 ISSN Online: 2620-5947) is a journal that publishes original papers researching in Arabic teaching and learning. It is published by the Department of Arabic Language Education, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. This journal is indexed in Web Of Science Emerging Sources Citation Index / Clarivate, Dimensions, Garuda, Moraref, GS, and SINTA 2 (S2). Ijaz Arabi’s current Impact Factor is 0.5* and Journal Citation Indicator™ 0.28 from Clarivate WoS ESCI (Web Of Science Emerging Sources Citation Index) 2022. Editors welcome scholars, researchers and practitioners of Arabic language learning around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. Journal History Since Volume 4, the journal has regularly published three times a year in February, June and October. We accept original research, conceptual, and best practice articles related to Arabic teaching and learning. It is important to bear in mind that the official language of the journal is multilingual (English, Arabic, and Indonesian). Accepted and published papers will be freely accessed in this website and the following abstracting & indexing databases: Web Of Science Emerging Sources Citation Index Science and Technology Index (SINTA) - Sinta 2 by Ristekdikti of The Republic of Indonesia Garda Rujukan Digital (GARUDA) Google Scholar Crossref Dimensions
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .
Exploring Academic Challenges In Arabic Linguistics Learning: Cognitive, Linguistic, And Pedagocical Perspectives In Indonesian Islamic Higher Education/ التحديات الأكاديمية في تعليم اللسانيات العربية: من منظور الجانب المعرفي واللغوي والتربوي في التعليمِ الجامعي الإسلامي بإندونيسيا
Arabic linguistics is a core course in Arabic Language and Arabic Language Education programs at higher education institutions, and despite its crucial role as a theoretical foundation for linguistic studies, it is often perceived by students as abstract, complex, and highly demanding in terms of analytical skills. This study aims to identify and analyze the academic challenges faced by undergraduate and postgraduate students in learning Arabic linguistics at Islamic higher education institutions. Employing a mixed-methods approach with an explanatory sequential design, the study involved the distribution of Likert-scale questionnaires to 120 students and semi-structured interviews with selected informants at UIN Sunan Ampel Surabaya. The findings indicate that students’ academic challenges encompass cognitive, linguistic, and pedagogical aspects, with cognitive challenges emerging as the dominant factor, particularly in relation to difficulties in understanding abstract linguistic concepts and the high cognitive load involved. Linguistic challenges are associated with the complexity of terminology and the morphosyntactic structure of the Arabic language, while pedagogical challenges relate to instructional approaches that remain predominantly theoretical and lecturer-centered. The study also reveals differences in the characteristics of challenges between undergraduate and postgraduate students in terms of both difficulty levels and the linguistic areas perceived as most challenging, leading to the recommendation that Arabic linguistics instruction in higher education be developed in a more contextualized, analytical, and tiered manner.
Copyright (c) 2026 Muhammad Afifudin Dimyathi, Muzakki Abdurrahman, Muhammad Al-Mubassyir, Achmad Yani, Shofil Fikri https://creativecommons.org/licenses/by-sa/4.0/
Pre-Islamic Poetry As A Hermeneutic Tool In Qur'anic Exegesis: The Questions Of Nafi Ibn Al-Azraq As A Model/ الشعر الجاهلي كأداة هرمينوطيقية في التفسير القرآني: مسائل نافع بن الأزرق أنموذجا
This research addressing a central problematic in exegetical studies and philology: How did the literary heritage of a polytheistic milieu evolve into an indispensable hermeneutical tool for decoding the sacred monotheistic text? The study engages with this dialectical relationship, grounding its argument in the hypothesis that while Islam enacted a decisive doctrinal rupture with the Jahiliyyah, it did not institute a linguistic one; rather, it assimilated the prevailing linguistic system and semantically re-engineered it to serve the imperatives of Tawhid (monotheism). Employing a descriptive-analytical methodology, the paper examines applied models from Gharib al-Qur'an (obscure Quranic vocabulary), with a specific focus on the "Questions of Nafi' ibn al-Azraq" as a foundational historical document that legitimized the citation of poetic evidence (Istishhad) in exegesis. The study argues that the reliance of Abdullah ibn Abbas—the preeminent exegete—on poetry authored by polytheists or People of the Book (such as Umayya ibn Abi al-Salt) to elucidate Quranic lexicon constitutes an implicit acknowledgment that Arabic is a cumulative civilizational vessel. It posits that Quranic terminology did not emerge ex nihilo, but represents an extension of Semitic roots deeply embedded in the history of religions within the Arabian Peninsula. Furthermore, the research analyzes the phenomenon of "semantic shift" (resemantization), demonstrating how the Quran utilized identical pre-Islamic terms—such as Salah, Zakah, and Taqwa—yet divested them of their archaic content to recharge them with novel doctrinal payloads. This process renders the recourse to pre-Islamic poetry a hermeneutic necessity, not merely to ascertain legal definitions, but to trace the historical evolution of terminology and to appreciate the Quranic genius in transposing language from the sensory, material connotations prevalent in poetry to abstract, spiritual significations. The study concludes that pre-Islamic poetry functions not merely as the "Diwan of the Arabs" preserving tribal glories, but as the essential "Lexical Archive" of the Revelation. Consequently, the contemporary exegete requires the integrative tools of comparative philology and literary criticism, alongside traditional narration, to fully grasp the multi-dimensional nature of Quranic eloquence.
Copyright (c) 2026 Mustafa Kadad, Mehmet Çetinkaya, Nesim Aytepe, Mehmet Ata Deniz https://creativecommons.org/licenses/by-sa/4.0/
Grammatical Prohibitions In The Transitivity Of Verbs According To Al-Rummani: A Study Of What Is Not Permissible In His Commentary On Sibawayh’s Book/ المحظورات النَّحويَّة في تعدِّي الأفعال عند الرُّمَّانيّ: دراسة في ما لا يجوز في شرحه لكتاب سيبويه
This study seeks to examine and analyze Al-Rummani’s grammatical positions in "What is Impermissible", with a particular focus on issues related to the transitions that arise from them. The aim of the research is to identify the nature of the prohibitions established by Al-Rummani, clarify their grammatical rationales, and compare them with the views of Sibawayh and other grammarians. This study adopted the analytical deductive method, extracting Al-Rummani’s texts related to the transitivity of verbs in the chapter (what is not permissible), then analyzing their grammatical structure and the reasons that Al-Rummani used as evidence, while comparing them with the opinions of grammarians who preceded and followed him. The study concludes that al-Rummani expanded substantially in presenting and analyzing the various forms of prohibitions related to verbal transitivity, grounding them in logical and semantic arguments. Meaning, for Al-Rummani, was a fundamental pillar that led him to judge certain grammatical constructions as impermissible due to semantic corruption. Al-Rummani was not merely a commentator on Sibawayh’s Kitab; rather, he exercised analytical judgment in his grammatical prohibitions in Ma La Yajuz provides evidence of the development of grammatical thought and the multiplicity of its justificatory and analytical pathways. Notably, this study highlights the grammatical prohibitions identified by Al-Rummani in Ma La Yajuz, affirming the possibility of employing these prohibitions to enhance the teaching of the boundaries of Arabic grammar to non-native speakers and to develop their awareness of the Arabic grammatical system.
Copyright (c) 2026 Halima Talib Jumaa, Wissam Najm Abdullah https://creativecommons.org/licenses/by-sa/4.0/
Cultural Context In Translation Studies: The Arabic Translation Of Chin P'ing Mei As An Example
Contextual culture represents one of the core challenges in cross-linguistic translation, particularly when a work carries a dense concentration of cultural information. Framed within Edward Hall’s theory of high-context and low-context culture, this study examines how contextual culture is handled in the complete Arabic translation of Chin P’ing Mei. The research draws exclusively on the bilingual edition translated and annotated by Zhang Hongyi and included in the Library of Chinese Classics. Employing a combination of qualitative case study and textual comparison, the study selects representative passages from three dimensions—material culture, poetic culture, and dialectal culture—and conducts a comparative analysis between the source and target texts to identify the types of strategies employed by the translator in addressing the profound cultural differences between the Chinese and Arabic linguistic systems, as well as the effectiveness of these strategies. Through a comparative analysis between Chinese and Arabic, the study reveals that the translator’s approach is characterized by systematic cultural mediation: amplification is used to supply background information absent in the Arabic context; reduction serves to avoid redundancy or comprehension difficulties arising from cultural differences; explanatory translation resolves the untranslatability of certain images and metaphors in the target language; and syntactic transformation aligns the translation with the grammatical structures and stylistic conventions of Arabic.
Copyright (c) 2026 Qi Cheng https://creativecommons.org/licenses/by-sa/4.0/
Digital Inclusivity In EFL Oracy Development: Implementing The Multimodal Cognitive Oracy Model For Arabic Learners In Online Higher Education
Inclusive education in English as a Foreign Language (EFL) has become increasingly critical in online higher education, particularly for Arabic-speaking learners who face unique linguistic challenges in developing oracy skills. This study evaluates the effectiveness of the Multimodal Cognitive Oracy Model (MCOM) in enhancing listening and speaking competencies among Arabic learners at B.S. Abdur Rahman Crescent Institute of Science and Technology, School of Arabic and Islamic Studies. A mixed-methods quasi-experimental design was employed with Arabic-speaking EFL learners enrolled in online degree programs. Participants were divided into experimental and control groups, with the experimental group receiving instruction through the MCOM framework incorporating computer-assisted language learning (CALL) tools, multimodal inputs (audio, visual, textual, kinesthetic), and cognitive scaffolding strategies. The eight-week intervention integrated authentic English materials, synchronous and asynchronous interactive activities, and formative feedback mechanisms. Data collection included pre- and post-intervention assessments of listening comprehension and speaking proficiency, supplemented by qualitative feedback through questionnaires and reflective journals. Results demonstrated statistically significant improvements in both listening comprehension and speaking fluency for the experimental group. Participants exhibited enhanced phonological awareness, improved pronunciation accuracy, increased oral communication confidence, and better comprehension of varied English accents. Qualitative analysis revealed high learner engagement and satisfaction with multimodal activities. Visual and auditory scaffolding effectively addressed L1 interference and facilitated cognitive processing of English phonemes. The study confirms that the Multimodal Cognitive Oracy Model provides an effective, inclusive pedagogical framework for Arabic-speaking EFL learners in online contexts. Practical implications emphasise curriculum integration of technology-enhanced oracy activities, educator training in CALL methodologies, and institutional digital infrastructure investment. Future research should explore longitudinal impacts and cross-cultural applications of the MCOM framework.
Copyright (c) 2026 V S Sreelakshmi, S Vijayakumar, M Ahamedullah, A Sathikulameen https://creativecommons.org/licenses/by-sa/4.0/
CAF Dimensions As Measures Of University Students’ Writing Proficiency In Arabic As A Foreign Language
Writing in Arabic remains a persistent challenge for non-native university learners, primarily due to the interplay between structural limitations and affective barriers—an intersection that has received limited integrative investigation. This study aims to identify and analyze the main obstacles faced by students in Arabic academic writing using the CAF (Complexity, Accuracy, Fluency) framework, as conceptualized by Barrot and Agdeppa (2021), which serves as the primary analytical lens. A descriptive-qualitative approach was employed, involving textual analysis of student writing samples and thematic analysis of responses collected through a Google Form questionnaire. The findings reveal that students struggle to construct complex syntactic structures, maintain grammatical accuracy, and sustain coherent idea development. These three dimensions are interdependent and further exacerbated by psychological factors such as fear of making mistakes and low self-confidence. The study concludes that writing difficulties are not purely linguistic but are also shaped by affective and cognitive dimensions. Theoretically, this research contributes to a deeper understanding of the interrelationship between linguistic competence and psychological readiness in academic writing. Practically, the findings offer pedagogical implications for designing more integrative writing instruction that emphasizes syntactic exploration, functional grammar internalization, and the development of metacognitive strategies.
Copyright (c) 2026 Syaifullah Syaifullah, Rumpoko Setyo Jatmiko, Malia Fransisca, Ahdiyat Mahendra, Atin Kurniawati, Cahya Edi Setyawan https://creativecommons.org/licenses/by-sa/4.0/
Employment Of Quranic Evidence In The Book Al-Iqtisad Fi Sharh Al-Intiqad By Muhammad Ibn Mustafa Al-Aishi An Applied Study/ آلية التوظيف الحجاجي للشواهد القرآنية في كتاب الاقتصاد في شرح الانتقاد لمحمد بن مصطفى العيشي دراسة تطبيقية
The research dealt with the mechanism of the argumentative employment of Quranic evidence in the book “Al-Iqtisad fi Sharh Al-Intiqad” by Muhammad bin Mustafa Al-Aishi. This research revealed a new grammatical figure who was not mentioned in printed grammar books, and this is a new addition to the Arabic grammatical library. The research demonstrated an important phenomenon, which is the argumentative employment of Quranic evidence by a scholar of the eleventh century AH. The research demonstrated Al-Aishi’s method of citing Quranic evidence through a clear mechanism. Al-Aishi employed Quranic evidence to document grammatical rules, establish grammatical rulings, and give preference between the readers mentioned in grammatical disagreement. In addition, Al-Aishi took the Quranic evidence as evidence to respond to and object to those who disagreed with him, since the Quranic evidence is one of the strongest pillars of the Arabic language, and in doing so, he benefits from the strongest grammatical evidence. The research relied on the descriptive analytical approach based on describing and analyzing the phenomenon according to Al-Aishi. The features of the mechanism of using the Qur’anic evidence became clear, which is manifested in the multiplicity of Qur’anic evidence in one issue, in addition to the questions that are assumed when using the Qur’anic evidence and answering those assumptions, and employing the Qur’anic evidence in a clear scientific.
Copyright (c) 2026 Sarah Hatem Musa, Khalil Ibrahim Allawi https://creativecommons.org/licenses/by-sa/4.0/
The Role Of Teaching Aids In Supporting Differentiated Pedagogy Among Arabic Language Teachers
21st-century education demands that educators cater to the diversity of student potential, particularly following the abolition of the class streaming system in 2019, which created mixed-ability classes. However, the unreadiness of Arabic language teachers, who often remain bound by traditional methods, has been found to hinder the student learning process. Therefore, this study aims to explore the role and integration of Teaching Aids in supporting the implementation of Differentiated Pedagogy among Arabic language teachers. This qualitative study employs a case study design using semi-structured interviews with experienced Arabic language teachers at Jawahir Al-Ulum Religious High School, Johor. The data analysis outlined four main themes: selection strategies for Teaching Aids based on student inclination and cognitive levels; effective characteristics of Teaching Aids encompassing real materials and multimedia; suitability measurement mechanisms through teacher reflection; and implementation challenges involving resource, time, and training constraints. Overall, the study concludes that Teaching Aids function as a critical strategic instrument, not merely a support tool, in bridging student cognitive gaps. The implications suggest that teacher training programs should be empowered with innovations in Teaching Aid development to ensure a more effective and inclusive implementation of Differentiated Pedagogy in Arabic language education.
Copyright (c) 2026 Muhamad Iman Wedad Dawod, Mohammad Taufiq Abdul Ghani https://creativecommons.org/licenses/by-sa/4.0/
Etiquettes Of Tawakkul In Scientific Research Writing: A Linguistic and Thematic Qur’ānic Study/ آداب التوكّل على الله تعالى في كتابة البحث العلمي: دراسة قرآنية لغوية موضوعية
Islam places great emphasis on reliance on Allāh (Tawakkul), elevating it to one of the highest ranks of true monotheism, as the Qur’ān states: “And upon Allāh let the believers rely” (Āl ʿImrān 3:122). Without Tawakkul, human actions including scientific research cannot attain their full spiritual and ethical value. In the context of research, Tawakkul functions as both a spiritual and a methodological principle that guides the researcher, enhances the quality of scholarly work, strengthens ethical commitment, and motivates the production of beneficial and impactful knowledge that serves the individual, society, and the wider community, while seeking the pleasure of Allāh. However, the insufficient Qur’ānic grounding and limited practical application of Tawakkul in contemporary academic practice have contributed to various methodological shortcomings and unethical research practices. Accordingly, this study seeks to define Tawakkul in the context of scientific research, to derive its practical etiquettes from the Qur’ān, and to relate them to contemporary academic practice. Employing an inductive analytical approach to relevant Qur’ānic texts and a deductive method for deriving applicable guidelines, the study defines Tawakkul as reliance upon Allāh while taking legitimate means, exerting sustained effort, maintaining diligence, and pursuing both divine pleasure and societal benefit. It identifies twenty ethical guidelines organized into three domains: psychological, methodological, and ethical. Emphasizing that adherence to these etiquettes enhances research integrity, helps prevent plagiarism and academic misconduct, elevates the quality and standing of scientific research, and ensures the continuity of its scholarly and ethical impact.
Copyright (c) 2026 Abdelali Bey Zekkoub, Khaled Nabawi Suliaman, Yaser Annajr https://creativecommons.org/licenses/by-sa/4.0/
Application Of Ma'ani Knowledge To Improve Students' Rhetorical Analysis Competence And Contextual Comprehension
This research aims to uncover the effectiveness, strategies, and learning models based on the application of ma'ani knowledge in improving students' rhetorical analysis and contextual understanding competencies in learning Arabic. The method used is descriptive qualitative with a library research approach, data analysis in the form of content analysis, and data validity through source triangulation. The results of the study show that the application of ma'ani science includes the analysis of khabar–insyā', taqdim–ta'khir, ta'rīf–tankīr, faṣl–waṣl, ījāz–iṭnāb, as well as the pattern of musnad–musnad ilayh and muta'allaq al-fi'l in Surah Al-Fātiḥah can be used as a learning basis to improve students' rhetorical analysis skills and contextual understanding. The learning strategy based on knowledge indicators helps students identify the focus of meaning, interpret rhetorical intensity, and understand the linguistic structure of the Qur'anic texts in depth and systematically, while enriching their academic, spiritual, and linguistic understanding.
Copyright (c) 2026 Hasyim Asyari, Muhammad Baihaqi, Nahla Ibrahim ElJack, Amar bin Muhammad bin Ahmed https://creativecommons.org/licenses/by-sa/4.0/
Ihmāl And I'jām In Al-Jawharī’s Al-Ṣiḥāḥ: A Phonetic and Semantic Study/ ظاهرة الإهمال والإعجام في معجم الصَّحاح للجوهري: دراسة صوتية دلالية
This study investigates Al-Jawharī’s treatment of ihmāl (undotting) and iʿjām (dotting) in his renowned dictionary Al-Ṣiḥāḥ, highlighting a linguistic phenomenon that has received little independent attention despite its significance in Arabic philology. By examining how the presence or absence of a single consonantal dot can alter meaning, the research explores the phonetic and semantic dimensions of Arabic lexicography. Using an analytical and comparative approach, the study analyzes lexical entries that exhibit variation in dotting, supported by evidence from Qur’anic readings, prophetic traditions, and classical poetry. It also compares Al-Jawharī’s handling of such variations with that of other major lexicographers to uncover his methodological principles in organizing and explaining dotted and undotted forms. The findings reveal that consonantal dotting not only influences meaning but also reflects the linguistic precision and awareness of early lexicographers. Moreover, the study demonstrates how phonetic features shape semantic distinctions and how Qur’anic citations contribute to reinforcing lexical meanings within Al-Ṣiḥāḥ.
Copyright (c) 2026 Marwa Abdulkarim Jumaa, Osama Mohammed Suwailem https://creativecommons.org/licenses/by-sa/4.0/
Navigating Linguistic Inequalities In E-Learning: English And Arabic In The Saudi Arabian Context
This study investigates the challenges and implications of linguistic inequalities in e-learning environments, focusing on the interplay between English and Arabic in the Saudi Arabian context. While English is frequently employed as the medium of instruction in higher education, Arabic remains the dominant language of cultural and social interaction. This linguistic imbalance creates barriers that affect students’ access to, and engagement with, digital learning platforms. To explore this issue, the research adopts a quantitative case study design involving 150 Saudi university students enrolled in various online learning programs. Data were collected through a structured questionnaire designed to measure students’ perceptions of language barriers, their learning experiences, and academic performance outcomes related to English- and Arabic-mediated e-learning platforms. The responses were analyzed using descriptive statistics (mean, standard deviation, frequency distributions) and inferential statistical methods, including independent sample t-tests and one-way ANOVA, to examine significant differences across variables such as proficiency level, academic discipline, and frequency of platform usage. Findings reveal that linguistic inequalities significantly shape students’ ability to comprehend course materials, participate in discussions, and achieve desired learning outcomes. English-dominant platforms were perceived as advantageous for students with higher proficiency but exclusionary for those with limited English competence, while Arabic-supported platforms facilitated inclusivity but were often limited in scope and resources.
Copyright (c) 2026 Ahmed Benyo https://creativecommons.org/licenses/by-sa/4.0/
Teachers' Perspectives on Students' Challenges in Understanding Arabic Metaphors: A Qualitative Study in Government-Aided Islamic Religious Schools in Malaysia
This study aims to explore the challenges faced by students in understanding the concept of isti’arah, which is one of the important elements in the subject of Balaghah. In addition, this study also assesses the level of effectiveness of the teaching approach currently practiced in religious education institutions under the management of the Federal Territory Islamic Religious Council (MAIWP). The approach of this study was qualitative, using a semi-structured interview method involving five Form Six students from two selected religious secondary schools who implemented the Early Curriculum at the STAM level. The data obtained was analyzed using a thematic approach to identify patterns, key issues, and suggestions for improvement submitted by students. The results of the study showed that students faced various challenges such as confusion in distinguishing between literal and figurative meanings, difficulty in understanding Balaghah's technical terms, as well as the absence of effective visual aids. In addition, the teaching method that is too teacher-centered and theory-oriented is also a factor in low and passive student involvement. Students suggest that learning resources be renewed with more interactive, engaging, and contextual approaches such as the use of animation, digital mind maps, virtual reality (VR) technology, as well as visual materials sourced from modern media and contemporary literary works. Based on these findings, this study proposes the development of a technology-based instructional learning model that emphasizes elements of visualization, interactivity, and application of real-world contexts. Overall, this study contributes to efforts to empower the pedagogy of Balaghah to be more innovative, student-centric, and in line with the needs of Islamic education in the digital era and the 21st century.
Copyright (c) 2026 Nur Hidayah Mohd Yusoff, Lily Hanefarezan Asbulan, Suhaila Zailani@Hj Ahmad https://creativecommons.org/licenses/by-sa/4.0/
Speech Acts In Sibt Ibn Al-Ta'awidhi's Poem: A Pragmatic Study/ الفعل الكلامي في رائية سبط ابن التعاويذي: دراسة تداولية
This research aims to uncover the pragmatic dimensions of Ibn Sibt al-Ta'awidhi's (d. 584 AH) ode by analyzing its speech acts as linguistic components that perform performative functions extending beyond verbal structure to the intended effect on the recipient. The study is based on the pragmatic approach as a theoretical framework, drawing on speech act theory as formulated by Austin and Searle, and its representational, directive, expressive, obligatory, and declarative classifications, to reveal how the poet employs poetic language to perform acts of influence, persuasion, and rapprochement with authority. It also utilizes modern concepts linking language and social context, such as those of Grice and Bourdieu, highlighting the relationship between poetic utterance and the requirements of the situation and symbolic hegemony. The research concludes that Ibn Sibt al-Ta'awidhi's ode is a significant model of the intersection of poetry and pragmatics, as the speech acts within it vary according to the poet's intentions and the functions of the discourse. The representative acts establish praise as a discourse of truth and loyalty, while the directive acts work to win over the recipient and convince him of the legitimacy of the Caliph. As for the expressive acts, they reveal the sincere emotion and emotional belonging, while the obligatory and advertising acts are responsible for consolidating the image of the poet committed to serving the Sultan.
Copyright (c) 2026 Salah Mohsin Hazim https://creativecommons.org/licenses/by-sa/4.0/
Comprehensive Evaluation Of The Bachelor Of Teaching Arabic Curriculum Based On Academic Standards At Al-Madinah International University
This study aimed to evaluate the alignment of the Bachelor of Teaching Arabic program at Al-Madinah International University with national and international academic standards across four key domains: curriculum content, teaching methods, assessment practices, and learning outcomes. A quantitative descriptive research design was employed, using a structured questionnaire administered to ten purposively selected academic staff members involved in the program. The instrument consisted of 32 items rated on a 5-point Likert scale, and its internal consistency was confirmed with a Cronbach’s Alpha of 0.87. Descriptive statistics revealed high levels of alignment in three domains: curriculum content (M = 4.21, SD = 0.45), teaching methods (M = 4.08, SD = 0.52), and learning outcomes (M = 4.13, SD = 0.48). Assessment and evaluation practices showed a slightly lower level of alignment (M = 3.94, SD = 0.60). One-Way ANOVA results indicated no statistically significant differences based on academic rank in the domains of curriculum content (F = 1.24, p = 0.29), teaching methods (F = 0.88, p = 0.42), and learning outcomes (F = 1.57, p = 0.21). However, a statistically significant difference was found in perceptions of assessment practices (F = 3.67, p = 0.04), suggesting variation across faculty ranks. The findings highlight the program’s strong curriculum foundation and effective instructional practices, while pointing to the need for greater consistency in assessment approaches. Recommendations include standardizing evaluation tools, enhancing faculty training, and strengthening collaborative curriculum review processes to support continuous improvement. The study contributes valuable data for curriculum developers and policymakers aiming to enhance quality assurance in Arabic teacher education.
Copyright (c) 2026 Ayman Aied Mohammed Mamdouh, Amal Mahmoud Ali, Najwa Gareeb Ali https://creativecommons.org/licenses/by-sa/4.0/
An Exploratory Study Of Blind And Visually Impaired Persons As Professional Interpreters
This study explores the cognitive abilities of blind and visually impaired individuals in relation to their potential to perform interpreting tasks, addressing a notable gap in the existing literature. While prior research has examined interpreter competencies and disability studies separately, few empirical investigations have focused on the aptitude of visually impaired individuals for cognitively demanding tasks such as interpreting. This research seeks to bridge that gap by empirically examining the cognitive strengths of this group- particularly in memory, attention, and language- thereby challenging prevailing assumptions and promoting inclusivity within the interpreting profession. It seeks to specifically investigate (1) the extent to which blind and visually impaired individuals demonstrate memory capacities aligned with the competences required in interpreting, and (2) how blindness influences interpreters’ cognitive and professional performance. Data were collected from 32 Saudi secondary school students (18 male, 14 female) with varying degrees of visual impairment. A modified version of the Montreal Cognitive Assessment – Blind version (MoCA-Blind) was administered to assess three auditory-based domains: Memory (Delayed Recall), Attention, and Language. The findings indicate that visually impaired students- particularly females- demonstrate strong and consistent cognitive performance in memory, attention, and language, which are essential for effective simultaneous interpreting.
Copyright (c) 2026 Mohammed Albarakati, Mohammed Mobarak Alshahrani, Shuaa Khaled Alamri https://creativecommons.org/licenses/by-sa/4.0/
The Relationship Between Grammar And Reading Comprehension In Tests Of Arabic As A Foreign Language
The aim of this study was to explore the relationship between the performance of learners of Arabic as a foreign language (AFL) in grammar tests and reading comprehension tests. The participants ranged from beginner to upper intermediate levels. We adopted a quantitative approach by analyzing the test results of 394 students over the 2022-2024 academic years. Pearson’s correlation coefficient and linear regression were used to examine relationships between grammar scores and reading comprehension scores. The findings revealed a strong positive correlation between students’ performance in grammar and reading comprehension across all proficiency levels. Moreover, grammar test performance was a strong predictor of performance in reading comprehension, and vice versa. These results highlight the strong interconnection between grammatical competence and reading comprehension among the study sample. The results also align with findings from previous research on other foreign languages. This study represents a novel contribution to the field of teaching AFL.
Copyright (c) 2026 Islam Youssry Elhadki https://creativecommons.org/licenses/by-sa/4.0/
The Purposefulness In Understanding Sibawayh’s Phrase Between Ibn Welad And Al-Serafi/ القصدية وأفق التأويل في فهم عبارة سيبويه بين ابن ولاد والسيرافي
The research aims to articulate the concept of intentionality as a cognitive and interpretive mechanism in the analysis of grammatical discourse, to reveal its impact on meaning construction and understanding of Sibawayh's texts. It starts from the hypothesis that Sibawayh's speech is an open discourse in which contextual clues interact to guide understanding. This is investigated through the study of interpretive strategies used by Ibn Waddah and Al-Sirafi, in light of their cognitive backgrounds and methodologies. The readings of Sibawayh's statements are varied due to their openness to interpretation and the differing cognitive horizons of the readers. Sibawayh's book is considered the foundational text for Arabic grammar and has served as a focal point for study, explanation, and interpretation for centuries. This research comes to examine one of the most prominent issues in interpreting this text by comparing two scholars from the 4th century AH: Ibn Waddah and Al-Sirafi. The research is based on the hypothesis that the differences between these two scholars are not merely disagreements over specific grammatical issues, but rather a fundamental divergence in their "horizons of interpretation" and their approach to the "intentionality" of the text. The research follows a descriptive-analytical comparative methodology, analyzing Sibawayh's statements as presented by Ibn Waddah and Al-Sirafi to uncover the intentional structure. The study concludes that the differences among grammarians in interpreting Sibawayh's intent are based on various contextual clues, including logical inference based on the combination of texts, the broadening of the discourse's significance through analogy, rhetorical subtleties, and grammatical critical references that reveal an early critical sense in the tradition. Grammarians may have been pioneers in understanding the concept of intentionality.
Copyright (c) 2026 Saja Mohammed Ali, Mohammed Jasim Abed, Ahmed Abdullah Hammoud https://creativecommons.org/licenses/by-sa/4.0/
The Teachers’ Efficacy In Employing Teaching Tools To Teach Arabic At the South Eastern University Of Sri Lanka/ فعالية المعلمين في توظيف الوسائل التعليمية لتعليم اللغة العربية في جامعة جنوب شرق سريلانكا
Arabic is considered one of the most important languages in the world. It is the language of the Holy Quran and the language of Islamic civilization. It is also a living language that constantly evolves and renews itself. The teacher is the cornerstone of teaching this language and transmitting it to successive generations. The teacher plays a pivotal role in guiding students toward learning Arabic and acquiring its various skills. To achieve this, the teacher relies on a diverse range of educational tools that help deliver information effectively and engagingly. Evaluating the effectiveness of these educational tools in achieving learning objectives is crucial, as it contributes to developing teaching methods and improving learning outcomes. Hence, this research aims to evaluate the effectiveness of using teaching tools in improving students' proficiency in various Arabic language skills (reading, writing, listening, and speaking) at the South Eastern University of Sri Lanka. The research employs a descriptive-analytical approach, utilizing a closed-ended questionnaire administered to both students and teachers. Data analysis is then conducted using the Statistical Package for the Social Sciences (SPSS). The results reveal that the use of teaching tools led to a significant improvement in students' proficiency across all language skills, particularly reading and writing. These findings indicate that the use of teaching tools in the South Eastern University of Sri Lanka is an effective method in teaching Arabic, and it is recommended that teachers be trained in their effective use and integrated into the curriculum.
Copyright (c) 2026 Fathima Sabrina Abdul Azeez https://creativecommons.org/licenses/by-sa/4.0/
The Effectiveness Of Learning Motivation In Improving Communicative Competence Among Learners Of Arabic At The Faculty Of Sharia Sultan Sharif Ali Islamic University/ فعالية الدوافع التعلميّة في تعزيز الكفاية الاتصالية لدى دارسي اللغة العربية في كلية الشريعة بجامعة السلطان الشريف علي الإسلامية
This study aims to analyze the effectiveness of learning motivation among students of the Faculty of Sharia at Sultan Sharif Ali Islamic University in Brunei Darussalam, in the context of communicative Arabic language learning. The study employed a quantitative descriptive-evaluative approach to measure motivational indicators and their behavioral, cognitive, and emotional manifestations, using a closed-ended questionnaire built on established theoretical foundations such as self-determination theory (Deci & Ryan, 1985), the expectancy-value model (Eccles & Wigfield, 2002), and the three-part engagement model (Fredricks et al., 2004). The sample size was 22 students, representing 63% of the total study population. They were selected using the partial enrollment method, as all were actively engaged in learning the course during the 2024 academic year. The data underwent rigorous statistical analysis using relative equality and relative weighting on a five-point Likert scale, with the results interpreted based on a modern theoretical framework. The results indicate that the majority of students are highly motivated to learn communicative Arabic (77.3%), and there is a strong correlation between this motivation and positive academic behaviors, such as class participation and assignment completion. The results also reveal a gap in emotional engagement (neutrality 54.5%), which necessitates a review of content delivery methods and educational incentives. The study concludes with key recommendations, particularly: redesigning the curriculum to consider the affective dimension, enabling interactive technologies, developing assessment methods, and training teachers in emotional and linguistic motivational strategies. The study also calls for longitudinal and qualitative studies, the development of explanatory models linking motivation and learning outcomes, and opening avenues for regional cooperation in the field of teaching Arabic as a second language. This study contributes to enriching the literature on motivation in language learning and offers an applied model that can be used in developing Arabic language teaching policies in multilingual Islamic environments, while drawing attention to the integration of psychological and pedagogical dimensions in the educational process.
Copyright (c) 2026 Achmad Yani, Siti Sara Binti Haji Ahmad, Rafidah Binti Abdullah, Siti Shalihah https://creativecommons.org/licenses/by-sa/4.0/
Empowering Islamic Studies Students For Beginner Level With An Innovative Vocabulary Board Game I-Mufradaat
I-Mufradaat is a language board game specifically designed and developed for learning Arabic vocabulary at the tertiary level, adapting the psychological basis of Howard Gardner's Multiple Intelligences Theory alongside Bloom’s Taxonomy (Krathwohl & Anderson, 2009). This product primarily focuses on improving Arabic vocabulary and describes the steps for developing an Arabic Board game product to enhance Arabic vocabulary acquisition among Islamic Studies students at the beginner level at Universiti Sultan Zainal Abidin (UniSZA). The type of research is Design and Development research with the ADDIE development model, which is modified into five steps of development, namely 1) Need analysis of the product. (2) Design content. (2) Development of initial product draft. (4) Implementation of the end-product. (5) Evaluation. The instruments used were expert validation questionnaires. The respondents in this research are 234 students from the Faculty of Islamic Contemporary Studies at the University Sultan Zainal Abidin (UniSZA), Terengganu. This research uses a questionnaire as a way of collecting data and the SPSS statistical package to analyze the data. The expected results are that there is a need for the development of an Arabic Board game, which is very appropriate as an innovative platform to be used in learning Arabic vocabulary. The features of Arabic Board game emphasize steps for making a game consisting of a game board, card, game manual and game assessment sheet.
Copyright (c) 2026 Nor Zahidah Ahmad, Najihah Abd Wahid, Fitri Nurul'ain Nordin, Nursafira Ahmad Safian, Lily Hanefarezan Asbulah https://creativecommons.org/licenses/by-sa/4.0/
Fuad Buleibl’s Social Poetry A Literary And Artistic Study/ الشعر الاجتماعي عند فؤاد بُليبل دراسة أدبية وفنية
This study examines the social poetry of Fuad Bleybel as a literary production that combines aesthetic sensitivity with social awareness. It moves beyond theoretical description to a semantic analysis of Bleybel’s poetry, which reflects the reality of society in his time and the afflictions that plagued it. The first part of the study discusses the concept and historical development of social poetry, while the second, applied part analyzes Bleybel’s social poetry from artistic and literary perspectives. From an artistic standpoint, the study explores elements such as imagination, figurative imagery, techniques of personification and embodiment, the poetic narrative, language, musical rhythm, and the sincerity of emotion. From a literary standpoint, it addresses the social reality and its positive aspects humility, benevolence, and kindness to the weak—as well as its negative aspects oppression, tyranny, hunger, misery, and disloyalty—alongside themes of education and unity. The study concludes with the most significant findings.
Copyright (c) 2026 Abdulkader Saleh Badlah https://creativecommons.org/licenses/by-sa/4.0/
Local Wisdom Rhetoric In Teacher Character Formation: A Balaghah-Based Instructional Model For Arabic Language Education Students Using Bugis Pappaseng
This study aims to develop a local-wisdom-based balaghah instructional model as part of the conceptualization of Balaghah Nusantara, integrating classical Arabic rhetorical theory with Bugis cultural values expressed in pappaseng texts. The main problem in university-level Balaghah instruction lies in its cognitive-theoretical orientation, which neglects the affective and character-building dimensions. Employing a Design-Based Research (DBR) approach through design, limited implementation, evaluation, and refinement stages, this study analyzes three principal pappaseng using taḥlīl balāghī (maʿānī–bayān–badīʿ) and pragmatic stylistics methods. The findings reveal that pappaseng contains rhetorical structures such as istiʿārah tamthīliyyah, kināyah ‘an sifah, uslūb al-qasr, and ijāz, which embody the core Bugis values of siri’ (integrity), pacce (empathy), lempu’ (honesty), paccing (purity), and reso’ (diligence). The synthesis led to the formulation of the Local-Wisdom-Based Balaghah Model (BBKL–PBA) or Ethno-Balaghah Pedagogy, positioning pappaseng as a rhetorical reading, value reflection, and discourse-production medium for Arabic language education students. The study concludes that pappaseng Bugis functions as both an epistemic and pedagogical device in forming ethically grounded Arabic language teachers while reinforcing the conceptual foundation of Balaghah Nusantara as a culturally rooted paradigm of Islamic rhetoric.
Copyright (c) 2026 Haniah Haniah https://creativecommons.org/licenses/by-sa/4.0/
Classification Trends In Nicknames And Titles In Arab Cultural Heritage/ اتجاهات تصنيف الكني والألقاب في التراث الثقافي العربي
This study aims to compile an index of works written on kunya (pseudonyms), titles, and pseudonyms, found in biographical dictionaries, hadith literature, sabaqat (generational classifications), and historical writings, as well as in the works of Arabic writers, poets, and linguists. This study highlights the most important works reflecting this scholarly interest and demonstrates the diversity of these writings, including those specifically addressing kunya and titles. This study adopts a descriptive methodology based on describing the phenomenon under study, collecting relevant data and information about it, and drawing conclusions that help clarify important aspects of this type of work and writing. This study also surveys and examines the works of early Arab scholars without addressing contemporary writings.
Copyright (c) 2026 muhammad - natsir https://creativecommons.org/licenses/by-sa/4.0/
External Reference As A Pragmatic Mechanism For Meaning Construction A Pragmatic Textual Study/ الإحالة الخارجية كآلية تداولية لبناء المعنى دراسة نصية تداولية
This study investigates the relationship between pragmatics and external reference, considering external reference as one of the principal mechanisms of pragmatic analysis. It outlines the concepts of pragmatics and external reference, emphasizing their points of intersection on the grounds that external reference operates as a pragmatic device. The discussion then turns to the notions of intention and acceptance and their essential role in meaning construction, stressing that effective communication must rest on these two principles. The study further examines the speaker’s role and purposes in employing external reference, noting that one key aim is to stimulate the addressee’s cognitive engagement and involve them in co-constructing the text and generating meaning. On this basis, speakers are classified into two types: those who are aware of extralinguistic reality and those who are not. Attention is also given to the hearer’s role in accepting external reference, as an active participant in interpretation and meaning-making. The study concludes that external reference is directly tied to pragmatics, forming an integral component of it, and constitutes a vital tool in language teaching and learning, since it situates language within its actual performative context and links linguistic output to its extralinguistic environment.
Copyright (c) 2026 Sidibe Ousmane, Mohammed Bin Dhafer Al-Hazmi https://creativecommons.org/licenses/by-sa/4.0/
Linguistic Analysis Of The Opposition Discourse In The Iraqi Parliament: An Analytical Study/ التحليل اللغوي لخطاب المعارضة في مجلس النواب العراقي: دراسة تحليلية
This study provides a comprehensive linguistic analysis of the political opposition discourse in the Iraqi Council of Representatives during the first parliamentary term (2006–2010). It employs textual discourse analysis to examine the linguistic features and rhetorical strategies used by opposition blocs to express their positions during parliamentary sessions, including withdrawal, boycott, and suspension of membership. The research highlights how these linguistic strategies reflect political and social conflicts within the parliamentary arena. The study draws on official session transcripts, statements by members of parliament, press releases, and media coverage, analyzing language at syntactic, semantic, and rhetorical levels, with a focus on tools such as negation, emphasis, metaphor, and simile. The time frame of the study covers 2006 to 2010, a critical period following the U.S. occupation, characterized by heightened political tensions and security challenges. Preliminary analysis indicates that the opposition used a variety of complex linguistic tools to express dissent, convey political pressure, and influence public opinion, while the political consensus of the period limited parliamentary oversight and weakened the opposition’s role, affecting legislative performance and democratic development. The study emphasizes the importance of language as a medium for understanding political processes and suggests that further research on subsequent parliamentary terms could enrich knowledge of Iraqi political discourse. Moreover, it contributes to understanding how such linguistic practices may benefit speakers of languages other than Arabic by providing insights into political communication and rhetoric in multilingual contexts.
Copyright (c) 2026 Marwa Hussein Ali, Iyad Nazim Jassim https://creativecommons.org/licenses/by-sa/4.0/
Implementing The CALLA Framework And Metacognitive Approach To Overcome Difficulties In Mastering Arabic Vocabulary
The issue of Arabic vocabulary mastery has long been a concern among researchers and educators. In Malaysia, students’ limited proficiency in Arabic vocabulary remains a persistent challenge across both school and higher education settings. Two primary shortcomings have been identified in the teaching and learning of Arabic vocabulary: (1) the lack of explicit implementation of vocabulary learning strategy training, and (2) insufficient exposure to effective vocabulary learning strategies. This paper aims to examine the challenges faced by Malaysian students in mastering Arabic vocabulary and to explore how the Cognitive Academic Language Learning Approach (CALLA) and metacognitive approach can serve as effective interventions, based on secondary sources. Students who receive explicit instruction in vocabulary learning strategies are more likely to develop greater metacognitive awareness in selecting and applying appropriate strategies, thereby improving their ability to self-regulate and manage the vocabulary learning process effectively. This paper contributes to a deeper understanding of effective vocabulary instruction strategies and offers pedagogical implications for enhancing comprehension and reducing learner errors in Arabic vocabulary learning.
Copyright (c) 2026 Nadiah Abd Rahim, Nadhilah Abdul Pisal, Ummi Syarah Ismail, Nurazan Mohd Rouyan https://creativecommons.org/licenses/by-sa/4.0/
Errors In Writing Educational Research Papers For Masters And Doctoral Degrees Specialization In Arabic Language Curriculum And Teaching Methods Faculty In Egypt/ الأخطاء في كتابة البحوث التربوية في الماجستير والدكتوراه تخصص المناهج وطرق تدريس اللغة العربية في مصر
Abstract Adhering to scientific methodology and sound scientific writing rules is a fundamental requirement when writing Master's theses and Doctoral dissertations. However, the recurrence of errors often limits the quality and utility of such research. This study focused on educational research within the specialization of Curriculum and Instruction of Arabic Language. It aimed to elevate the standard of such research by identifying common errors, presenting authentic examples, and guiding researchers on how to avoid them. The study employed a descriptive method, utilizing qualitative content analysis supplemented by descriptive statistics to determine error frequencies. It analyzed a comprehensive census of all 30 Master's theses and Doctoral dissertations submitted to the Department of Curriculum and Instruction of Arabic Language at a Faculty of Education in Egypt during the last three years, from 2023 to 2025. Thus, the sample represented the entire research population during that period. For analysis purposes, a content analysis checklist was developed, and its validity and reliability were verified. Results revealed 64 types of methodological and linguistic errors across 20 research elements, including the problem statement, terminology, and language. Prominent errors included formulating a nonresearchable question, citing secondary sources in defining terms, and errors in writing hamzat al-wasl and hamzat al-qat' (Arabic orthography). The study proposed corrective models for these errors. It recommended adding language courses to graduate programs, especially related to academic language, and providing applied training in scientific writing. It also proposed developing a list of scientific research standards based on the identified errors to guide future evaluative studies.
Copyright (c) 2026 Abdulrahman Mohsen Hassan https://creativecommons.org/licenses/by-sa/4.0/
The Scholarly Movement In Linguistic And Literary Studies In The City Of Nablus A Historical And Analytical Study/ الحركة العلمية في العلوم اللسانية والأدبية في مدينة نابلس دراسة تاريخية تحليلية
This study addresses the scholarly movement in linguistic and literary sciences in the city of Nablus, one of the prominent intellectual centers in the Levant during the Islamic era, due to its significant contributions to the Arabic language and its various sciences. The research highlights the city’s attention to Arabic linguistic studies, particularly in grammar, morphology, and language, and their role in supporting religious sciences, alongside the flourishing of literary activity in both poetry and prose. The study also examines the contributions of Nablus scholars in advancing linguistic and literary studies, introducing the most prominent linguists, grammarians, poets, preachers, and writers who played a key role in establishing the city’s scholarly status, whether through teaching, authoring, or engaging in cultural life in major centers such as Damascus, Baghdad, and Cairo. Furthermore, the research emphasizes the pivotal role of these scholars in enriching non-Arabic-speaking communities through their educational and cultural journeys, spreading Arabic language and knowledge beyond the Arab world. The study employs a historical-analytical approach to trace the emergence and development of this scholarly movement, analyzing literary and linguistic texts from historical sources. It concludes that Nablus formed a fertile intellectual environment that preserved and promoted the Arabic language, and its scholars actively contributed to enriching Arabic linguistic and literary heritage and disseminating it among diverse peoples, reflecting the city’s significant cultural and civilizational status in Islamic history.
Copyright (c) 2026 Saadiya Hamadi Mizal, Othman Abdulaziz Saleh https://creativecommons.org/licenses/by-sa/4.0/
Development Of An Instructional Module For Learning Arabic Poetry Through Augmented Reality Technology
Augmented Reality (AR) has gained increasing attention in educational research for its potential to enhance learning through immersive and multimodal experiences; however, its application in Arabic poetry learning remains underexplored. This study aims to analyse pedagogical challenges and learner needs in studying Arabic poetry, to design an AR-based instructional module grounded in instructional design and multimedia learning principles, and to develop and evaluate the early usability and pedagogical value of the proposed module through the i-Oasis application. A quantitative research design employing a survey-based needs analysis was implemented with five undergraduate Arabic learners who used the AR application over two instructional sessions within one week. Descriptive statistical analysis revealed that difficult vocabulary constituted the most critical challenge (100%), followed by complex grammar, lack of historical and cultural context, and difficulty in visualising poetic imagery (each at 80%), while low interaction and boredom were reported by 40% of participants. Learners demonstrated a strong preference for visual explanations (100%), contextual and digital learning approaches (80%), and multimodal AR content integrating text, images, audio, video, animation, and three-dimensional objects (100%). From a usability perspective, page-flipping navigation (100%), combined icon–text menus (80%), and mobile-first design (60%) were strongly favoured. These findings confirm that the challenges of Arabic poetry learning are not purely linguistic but are deeply tied to visualisation, contextualisation, and learner engagement. The study contributes to the emerging field of immersive literary learning by providing empirically grounded design requirements for AR-based Arabic poetry instruction. Although constrained by a small sample size and short implementation duration, the findings offer a robust foundation for future large-scale experimental and longitudinal research on AR-supported literary education.
Copyright (c) 2026 Mohamad Lukman Al Hakim Md. Noor, Mohd Feham Md. Ghalib https://creativecommons.org/licenses/by-sa/4.0/
Justification In Arabic Critical And Rhetorical Discourse Its Forms And Foundations/ التعليل في الخطاب النقدي والبلاغي العربي أشكاله وأصوله
This study examines reasoning in Arabic critical and rhetorical discourse as a tool used by critics and rhetoricians in analyzing literary texts, interpreting critical and rhetorical judgments, and proving critical and rhetorical rules. Arab thought began to question the reasoning behind critical and rhetorical judgments and would not accept them unless accompanied by analysis and reasoning. For this reason, critics and rhetoricians used reasoning to strengthen judgments and instill them in the minds of recipients. Reasoning became a tool for verification and confirmation, because proving a judgment with reasoning is more certain in the mind than proving it without reasoning. The mind is more receptive to judgments accompanied by reasoning than those without reasoning. Reasoning contributes to the development of creative critical thinking in recipients by proposing and seeking reasons behind critical and rhetorical judgments. Reasoning among critics and rhetoricians takes many forms. Critical and rhetorical reasoning is influenced by reasoning in related disciplines such as theology, jurisprudence, and grammar. It is also influenced by the theological doctrines of critics and rhetoricians, particularly regarding the interpretation of religious texts and the issue of the impossibility of imitating the Quran.
Copyright (c) 2026 Riyadh Mohammmad Okaidy, Mohannad Shabeeb Hamad Al-Fahdawy https://creativecommons.org/licenses/by-sa/4.0/
Integrating Padlet In Arabic Language Learning To Improve Students' Speaking Skills at UniSZA
This study aims to assess the proficiency level of Arabic speaking skills among students of the Faculty of Contemporary Islamic Studies at Universiti Sultan Zainal Abidin (UniSZA) who are enrolled in Arabic language courses as core faculty subjects. This study is important as the findings will enable Arabic language instructors to identify weaknesses and factors influencing students' achievements, thereby improving teaching and learning techniques in the classroom. The study was conducted with 80 first-year bachelor’s degree students in Islamic Studies at the Faculty of Contemporary Islamic Studies, currently taking the Maharah al-Istima’ wa al-Kalam course at the Gong Badak campus. This study adopts a descriptive qualitative approach. The collected data will be analyzed using content analysis and descriptive analysis methods. Triangulation methods comprising of methodology, time, and sources are also utilized for data verification, including videos of group activities by the students. In conclusion, this study aims to identify students’ ability in acquiring foreign language, especially speaking skills through interactive e-learning language activities. This study will also suggest effective learning and teaching strategies and approaches for mastering the Arabic language, particularly speaking skills, among non-native speakers.
Copyright (c) 2026 Nor Zahidah Ahmad, Ruhiyah Sakinah Kayati, Hazrati Yahaya, Ibrahim Youssef Abdelhamid, Ragab Ragab Ibrahim Ahmed Awad https://creativecommons.org/licenses/by-sa/4.0/
A Semantic Study Of The Correlation Of Modern Embryology With Primary Arabic Literature/ دراسة دلالية لعلاقة علم الأجنة الحديث بالأدب العربي
This study aims to explore the semantics of primary Arabic literature. It compares insights from modern embryology with the texts of the Quran and Hadith. Furthermore, it will attempt to extract key findings that align with modern medical knowledge and authentic religious texts. The semantics of the verse on fetal development in the mother's womb go through several distinct stages. The word "nutfah" (a drop of sperm), which is then transformed into a clot (alaqah), and then into a lump of flesh (mudghah), which takes place over a period of one hundred and twenty days. After this, the bones form and are covered with flesh, culminating in the breath of the soul into the fetus. Some researchers suggest that human development occurs over a period of eighty-four days, while others extend this period to the twenty-fourth week of pregnancy. However, most contemporary scholars interpret the stage after mudghah, when bones begin to develop and become covered with flesh, followed by the stage in which the fetus acquires the ability to survive outside the womb.
Copyright (c) 2026 Maqbool Ahmed Abdul Ghafoor, Abdul Rasheed, Amber Ghani, Shafique Ul Rehman https://creativecommons.org/licenses/by-sa/4.0/
The Eco-Phonetics Of Climate Displacement: Acoustic Differences In Speech Of Internally Displaced Students (IDPs) In Iraq
Displacement caused by climate is one of the most burning humanitarian matters of the twenty-first century, as millions of people of different nationalities of the world suffered this problem, and their linguistic environments also changed fundamentally. This project is based on the auditory differences of the speech pattern of the internally displaced students (IDPs) in Iraq and how environmental displacement and other climate-specific stressors can impact phonetic production. This study employs both a mixed-methods approach which incorporates both acoustic phonetics analysis and sociolinguistic interviews to analyze samples of speech among 120 IDP students between the ages of 14-22 in three camps in Kurdistan Region of Iraq. According to the findings, the displaced populations show considerable differences in the frequencies of the vowel formants, consonant rates of the articulations, and the prosodic patterns. The statistical tests prove that the displacement term, the exposure to various languages in camp conditions, and climate-related trauma will exhibit significant changes in phonetics being measurable. The study is an addition to the new branch of research in eco-phonetics as it draws an empirical relationship between environmental displacement and variation in speech and gives implications to educational intercession and linguistic integration programmes to the displaced groups.
Copyright (c) 2026 Omar Abbas Naithel, Ali Salah Salman https://creativecommons.org/licenses/by-sa/4.0/
Developing A Scale To Assess The Acquisition Of Language Skills For Academic Purposes: An Applied Study On Students Of The Institute Of Arabic Language Teaching For Non-Native Speakers At The Islamic University/ بناء مقياس لبيان مدى اكتساب المهارات اللغوية لأغراض أكاديمية دراسة تطبيقية على طلاب معهد تعليم اللغة العربية لغير الناطقين بها بالجامعة الإسلامية
This study aims to construct a scale to measure the acquisition of academic language skills among students of the Arabic Language Institute for Non-Native Speakers at the Islamic University. The significance of the research lies in the difficulties international students face in understanding their courses, especially when dealing with specialized academic terminology in fields such as statistics and research methodology. The study proposes a comprehensive scale covering the four main skills (listening, speaking, reading, and writing), to serve as a diagnostic tool that supports the improvement of instructional programs and aligns them with students’ academic needs. The research is delimited to the students of the Institute at the Islamic University during the academic years 1442–1446 AH.
Copyright (c) 2026 Khalid A. Alharbi https://creativecommons.org/licenses/by-sa/4.0/
The Connotations Of The Term Emotion In Arabic Critical Studies/ دلالات مصطلح العاطفة في الدراسات النقدية العربية
A review of classical Arabic lexicons shows that the term ʿāṭifah (emotion) originally conveyed meanings of tenderness and care. In the modern period, however, its semantic scope expanded to encompass a broader range of affective states, including anger, resentment, fear, and other emotional responses. Thus, when we speak of the “emotion of the writer,” the term is not confined to notions of love and affection, but extends to all affective experiences a human being may undergo, such as anger and disgust. Classical Arab critics addressed poetic genres from an affective perspective by employing related terms and near-synonyms for emotion, such as maqāṣid (intentions), aghrāḍ (themes or purposes), and aḍrāb (types), among others. Contemporary Arab critics, in turn, were influenced by Western conceptualizations of emotion and by the expansion of its semantic and theoretical dimensions. They were also influenced by Western attempts to differentiate between emotion and feeling. By synthesizing the Arab critical heritage with Western scholarship, Arab critics were able to employ the concept of emotion in developing literary criticism. Theorist-critics sought to define the role and status of emotion within the literary work, and subsequent scholars endeavored to apply these theoretical insights to detailed textual analyses. They identified the types of emotions present in literary texts, their classifications, the lexical and stylistic markers that signal them, as well as the rhetorical techniques and strategies that implicitly convey affect. Such critical concepts cannot be isolated from psychological studies, which may assist both critics and authors in understanding the affective and emotional dynamics of the human psyche. These studies have arguably contributed to clarifying ambiguities surrounding authors’ emotions and feelings, especially since many literary expressions and imaginative constructs that signal affect cannot be adequately interpreted solely from a literary or aesthetic perspective; rather, they must be supported by psychological and human sciences.
Copyright (c) 2026 Tariq Muhammad AlMugim https://creativecommons.org/licenses/by-sa/4.0/
The Use Of Game-Based Learning In Enriching The Arabic Vocabulary Of Religious Secondary School Students In Malaysia
Game-Based Learning (GBL) is an educational approach that uses games as the basis of an interactive medium to increase student motivation and engagement in an immersive way. In general, GBL is divided into two main forms, namely digital-based games such as social media applications and Artificial Intelligence (AI)-based platforms, and physical games such as crossword puzzles and flashcards. The development of AI technology after the COVID-19 pandemic has led to the emergence of various exciting innovations in education, including the integration of GBL in Arabic language learning. However, traditional methods based on memorization and repetition are becoming less relevant because they have the potential to affect student motivation and engagement. In addition, the issue of students' lack of interest in Arabic due to factors other than native speakers has become a point of difficulty for Arabic language teachers. Arabic language teachers also face difficulties in helping students remember and understand words, causing students to be at an unsatisfactory level. Therefore, this study aims to explore the challenges of lower secondary students towards the use of AI-based GBL in Arabic vocabulary learning, in addition to identifying their needs and perceptions of this approach. This study used a phenomenological qualitative design with face-to-face interview techniques, structured observation through test questions, small group discussions, and document analysis. Data were analyzed thematically to produce a comprehensive picture of the students' experiences. The target sample respondents consisted of Form 2 and Form 3 students at Sekolah Menengah Agama Negeri (SMAN) Perak. The study findings are expected to provide an in-depth picture of the potential and effectiveness of GBL in enriching Arabic vocabulary which contributes to strengthening language literacy through the use of AI technology. Keywords: Game-Based Learning, Artificial Intelligence, Arabic vocabulary, innovation, challenges
Copyright (c) 2026 MUHAMMAD HAFIZ BUKHARI BIN MOHD KHADARI, WAN SURAYA WAN NIK, NURSYAHIDAH KHALID https://creativecommons.org/licenses/by-sa/4.0/
Ism Mabnī Translation in Al-Akhlāq lil-Banīn: A Study of Techniques, Metodhs, and Ideology
Penerjemahan dari bahasa Arab ke bahasa Indonesia tidak hanya memerlukan ketepatan dan keringkasan, tetapi juga pengaruh gramatikal. Ism mabni merupakan bagian penting dari kalimat. Tujuan dari kajian ini adalah untuk mengetahui penerjemahan ism mabni dalam kitab Al-Akhlāq lil-Banīn karya ʿUmar bin Aḥmad Bāradjāʾ. Bidang kajiannya adalah bentuk dan jenis ism mabni serta teknik, metode, dan ideologi penerjemahan yang digunakan ke dalam bahasa sasaran. Penelitian ini termasuk penelitian kualitatif deskriptif dengan menggunakan metode pengumpulan data observasi dan pencatatan. Metode analisis data menggunakan analisis model Miles dan Huberman serta analisis Spradley. Hasil kajian menunjukkan bahwa ism mabni terdapat dalam 5 jenis dan 3 bentuk, dengan 8 teknik penerjemahan, yang didominasi oleh penerjemahan padanan umum dan komunikatif. Penerjemah berorientasi pada bahasa sasaran dengan ideologi domestikasi. Hasil-hasil ini menyoroti fakta bahwa pengetahuan tentang ciri-ciri tata bahasa sangat penting dalam kaitannya dengan penerjemahan kata-kata untuk tujuan menyampaikan makna yang dapat diterima secara akurat dalam konteks budaya bahasa sasaran. Penelitian ini bertujuan untuk memberikan kontribusi terhadap studi penerjemahan khususnya pada ciri-ciri tata bahasa. Kata Kunci: Ism Mabni, Teknik Penerjemahan, Metode Penerjemahan, Ideologi Penerjemahan
Copyright (c) 2026 Adinda Ridita Dwi Yasinka https://creativecommons.org/licenses/by-sa/4.0/
Impact of Digital Tools and Applications on the Research Productivity of Arabic and Islamic Studies Students in Pakistan
The growing influence of digital technologies has reshaped the nature of academic research, offering new opportunities for improving efficiency, accessibility, and innovation. However, within the field of Arabic and Islamic Studies in Pakistan, the adoption and effective use of digital tools remain underexplored. The limited integration of technology in religious academia often restricts students to traditional, manual research methods, which can impede productivity and quality. This study aims to evaluate the impact of digital tools and applications on the research productivity of Arabic and Islamic Studies students in Pakistan, focusing on awareness, usage patterns, institutional access, and perceived effectiveness. A descriptive quantitative research design was employed, utilizing a structured questionnaire distributed among 252 students from public and private universities. The collected data were analyzed using descriptive statistics to identify usage frequency, tool preference, and perceived outcomes. Results revealed that over 90% of respondents were aware of digital research tools, with Islam360 (88%) and Maktaba Shamela (82%) being the most widely used applications. A majority of students reported improved research quality (74%) and productivity (56%) due to the use of digital tools. Nevertheless, challenges such as inadequate training, limited institutional support, and unequal digital access persist. The study concludes that digital tools have significantly enhanced the efficiency, accuracy, and scholarly depth of Arabic and Islamic research in Pakistan. Strengthening institutional support and digital literacy programs could further advance research productivity and innovation within the discipline.
Copyright (c) 2026 Nasurullah Qureshi, Abdul Samee Jessar, Muzaffar Ali, Altaf Ahmed https://creativecommons.org/licenses/by-sa/4.0/
Images Of Islam’s Enemies Portrayed In the Arabic Poem Of Ka'ab Ibn Malik: A Representation-Based Analysis In The Prophetic Biography Context
War poetry in the early Islamic era functioned as a historical record as well as a cultural instrument that helped shape, identity and define morality, while framing the perception of an ‘enemy’. However, current research on Kaʿab ibn Malik’s poetry had focused largely on textual, stylistic or biographical aspects, with limited attention to how the enemy’s images are linguistically constructed and ideologically expressed in his poetry. This gap limits a deeper understanding of how early Islamic poetic discourse participated in the formation of collective memory and social boundaries. This study aimed to identify the various categories of enemy representation in Kaʿab’s war poetry, analyse the linguistic and rhetorical strategies used to construct these images, and evaluate their ideological functions in the Prophetic biography based on a socio-historical context. This qualitative study employed a textual analysis guided by Representation Theory and Enemy Image Theory. The findings reveal six dominant patterns, namely betrayal, cowardice, aggression, doctrinal threat, resistance to the prophetic mission, and moral disgrace. These categories interact to create a unified ideological narrative in which the Muslim community is elevated through moral legitimacy, while its opponents are severely limited through strategic othering. This study also revealed that Kaʿab ibn Malik’s poetry is a literary expression and a structured discourse that reinforces collective identity, moral cohesion and the early Muslim community’s worldview.
Copyright (c) 2026 Nurul Iman Mohamad Anuar Kamal, Mohamad Zulfazdlee Abul Hassan Ashari, Anwar Muttaqin, Ezad Azraai Jamsari, Md Nor Abdullah, Nursafira Lubis Safian https://creativecommons.org/licenses/by-sa/4.0/
Cognitive And Linguistic Challenges In Teaching Jurisprudential Texts To Non-Native Arabic Speakers: An Analytical And Applied Study/ العقبات المعرفية واللغوية في تدريس المتون الفقهية لغير الناطقين باللغة العربية: دراسة تحليلية تطبيقية
This study examines the linguistic, cognitive, and methodological challenges encountered by non-native Arabic speakers in studying classical jurisprudential texts (fiqh manuals). Adopting an analytical and applied approach, the research seeks to uncover the structural sources of difficulty embedded in the concise nature of fiqh texts, as well as in the prevailing methods of teaching and learning them. The study is grounded in the assumption that these challenges are not merely the result of limited linguistic proficiency, but rather stem from the intrinsic characteristics of the jurisprudential text itself, including extreme brevity, dense terminology, abstraction, and implicit methodological presuppositions. The research employs a descriptive-analytical methodology, supported by an applied analysis of selected passages from Al-Ghāyah wa al-Taqrīb by Abū Shujāʿ. The findings indicate that linguistic challenges arise primarily from sentence compression, semantic shifts between lexical and technical meanings, and school-specific legal terminology. Cognitive challenges are linked to deficiencies in mental visualization of legal cases, the widening cultural and temporal gap between classical contexts and contemporary learners, and difficulties in grasping abstract legal concepts and universal legal maxims. Methodological challenges, on the other hand, are manifested in rigid traditional teaching practices, the absence of supportive visual and organizational tools, and an overemphasis on memorization prior to conceptual understanding. The study concludes by proposing practical remedial approaches aimed at narrowing the gap between jurisprudential texts and non-native learners of Arabic, including restructuring teaching methods, employing logical mapping techniques, and utilizing illustrated legal glossaries to facilitate comprehension and the acquisition of juridical competence.
Copyright (c) 2026 Abdulrahman Bin Khalid Alsaadi https://creativecommons.org/licenses/by-sa/4.0/
A Critical Edition Of Al-Tabari’s Badi‘iyyah Entitled Ashraf Al-Bishr Bi-Madḥ Ashraf Al-Bashar/تحقيق بديعية الطبري المسماة أشرف البِشَر بمدح أشرف البَشر
This study presents a critical edition of the Badīʿiyya manuscript entitled Eşrefü’l-Beşer’i Medheden Eşrefü’l-Beşer, composed in the 11th century AH in Mecca by ʿAbd al-Qādir b. Muḥammad al-Ṭabarī al-Makkī (d. 1033 AH/1623 AD). The research aims to investigate al-Ṭabarī’s contributions to Arabic rhetorical terminology, analyze the poetic application of Badīʿ devices within the text, and present the manuscript in a reliable scholarly form. Adopting a descriptive and comparative methodology, the study relies on classical rhetorical sources for textual emendation and verification (ḍabṭ). A significant finding of this research lies in the manuscript's prose introduction, which provides concise definitions for over one hundred rhetorical terms, reflecting the scholarly conventions of the late rhetorical school. The study reveals that al-Ṭabarī systematically integrated these devices into a unified poem following the basīṭ meter and a single rhyme, successfully bridging theoretical exposition with practical poetic illustration. The edition, based on the sole extant manuscript, addresses scribal errors through contextual evidence and established literature. The study concludes that this Badīʿiyya serves as a vital primary source for tracing the evolution of late Arabic rhetorical traditions and the development of the Badīʿiyyāt genre.
Copyright (c) 2026 Mahmud Şuş, Aslam Jankir https://creativecommons.org/licenses/by-sa/4.0/