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 .
The Role Of Talkpal AI-Based Practice Tutors In Reducing Arabic-Speaking Anxiety Among Chinese Undergraduates
Artificial intelligence in foreign language education is gaining attention, but empirical research on its effectiveness in reducing speaking anxiety remains limited. This mixed-methods study investigates the role of Talkpal AI, an AI-based speaking tutor, in reducing Arabic-speaking anxiety among Chinese undergraduate students. A total of 32 students participated in a three-week online intervention. Quantitative data collected through pre- and post-intervention questionnaires revealed significant reductions in test anxiety and fear of negative evaluation. In contrast, no significant changes were found in communication apprehension and classroom-related anxiety. Qualitative interviews further explained undergraduates’ experiences with Talkpal AI tutor, highlighting high perceived usefulness, ease of use, and motivation due to real-time feedback and a judgment-free learning environment. The findings suggest that while Talkpal AI cannot fully replace human interaction or address all anxiety dimensions, it can serve as an effective supplementary tool to support Arabic-speaking confidence, especially in exam preparation.
Copyright (c) 2026 Bingxin Gu, Mingxian Gui, Zawawi Ismail, Saedah Siraj https://creativecommons.org/licenses/by-sa/4.0/
A Comparative Linguistic Analysis Of Human And AI Medical Term Translations Into Arabic
In recent years, artificial intelligence has become a dominant force in language translation, even in high-stakes fields such as medicine. Nevertheless, questions persist on the accuracy and context-specific validity of AI-provided translations of medical terms. This study aims to evaluate the quality of AI translations in comparison to those of human professionals, focusing on linguistic accuracy, clinical appropriateness, and adherence to medical discourse norms. It specifically analyzes the extent to which AI tools, such as ChatGPT-4, successfully transcribe English medical terminologies into Arabic, identifies recurrent linguistic difficulties faced in AI translation, and discuss possible avenues to enhance the quality of translation through AI. The study draws its conceptual foundation from Halliday's Ideational Functional Linguistics (SFL) approach and focuses on the ideational, interpersonal, and textual functions of medical language. The comparative qualitative analysis was undertaken using purposive sample selection of ten English medical terms from various clinical subfields. Each of these terms was translated by both AI and human translators and analyzed using a descriptive-analytical approach, taking into consideration term accuracy, syntagmatic structure, grammatical accuracy, and register appropriateness. The findings reveal that AI translations are structurally fluent but often lack semantic accuracy, subject-specific terminological usage, and register appropriateness. The comparison shows that human translations are invariably superior in terms of appropriateness to Arabic clinical conventions, particularly in procedural-to-diagnostic contexts and descriptions of pathophysiology. The current study concludes that AI translation tools demand substantial enhancement in accordance with exposure to specialized Arabic medical corpora, enhanced genre sensibility, and post-editing measures. These findings have significant implications for the integration of AI in healthcare communication and support the strategic objectives of Saudi Arabia’s Vision 2030 in advancing AI applications in medicine. The study contributes to the broader discourse on the responsible use of AI in sensitive domains, advocating for hybrid translation models that combine machine efficiency with human linguistic expertise.
Copyright (c) 2026 Ahmad Ali Assiri https://creativecommons.org/licenses/by-sa/4.0/
The Preferred Strategies Among High-Achieving Students In Malaysian Religious Secondary Schools For Learning The Arabic Language/ الاستراتيجيات المقضلة لدى الطلاب المتفوقين بالمدارس الثانوية الدينية الماليزية في تعلم اللغة العربية
Teaching Arabic as a foreign language at the secondary school level in Malaysia is offered through various streams, such as National Religious Secondary Schools and Religious Stream Classes. High-achieving students have their own strategies to master the Arabic language skills. This article aims to examine the types of strategies and sub-strategies used by high-achieving students, which can serve as a guide for learning Arabic. To obtain data, this article uses a quantitative method that was conducted in several religious secondary schools in Malaysia. The study sample comprises more than four hundred high-achieving students from the fourth form. The questionnaire is based on the Strategy Inventory for Language Learning (SILL) version 7.0 proposed by Oxford (Oxford, 1990). The results show that the study sample frequently uses metacognitive and memory strategies. This indicates that they plan their learning and make efforts to memorize vocabulary and sentences. This article suggests using two strategies and other sub-strategies frequently employed by the sample as a guide.
Copyright (c) 2026 Rosni Bin Samah, Najwa Binti Rosni, Aishah Binti Isahak, Hossam Attaallah El Saeid https://creativecommons.org/licenses/by-sa/4.0/
The Hadith Indeed, Some Speech Is Enchantment: A Hadith, Linguistic, Rhetorical, and Daʿwah Study/ حديث إن من البيان سحرا: دراسة حديثية لغوية بلاغية دعوية
An integrated approach is adopted to examine the Prophet’s ḥadīth “Indeed, some speech is like magic,” combining ḥadīth, linguistic, rhetorical, and daʿwah dimensions, aiming to uncover the beauty of the Prophetic expression and the precision of its moral guidance. It traces the sources of this specific ḥadīth. It discusses scholars’ interpretations—between those who viewed it as praise for sincere eloquence, those who saw it as a warning against deceptive speech, and those who reconciled both views in a balanced manner. The linguistic and rhetorical analysis reveals the miraculous nature of the ḥadīth’s structure, which blends brevity, rhythm, and accuracy in simile, showing that eloquence is a subtle spiritual power that influences hearts as magic does: a means of guidance when used for truth, and a cause of misguidance when misused. Ultimately, the study concludes that the ḥadīth provides a daʿwah-oriented standard for speech, affirming that eloquence is not an aesthetic end in itself but a means to lead minds and hearts toward the truth.
Sami Bin Musa‘id Bin Mas‘id Al-Rifa‘i Al-Juhani
Copyright (c) 2026 Sami Bin Musa‘id Bin Mas‘id Al-Rifa‘i Al-Juhani https://creativecommons.org/licenses/by-sa/4.0/
Readiness Of Students' Intelligence Quotient In Learning Nahwu Material
This research aims to determine the level of student Intelligence Quotient in the Nahwu learning process at UIN Maulana Malik Ibrahim Malang. The approach used in this research is a quantitative approach that measures students' Intelligence Quotient level regarding their mastery of Nahwu material. The data in this research are the results of tests on students' Intelligence Quotient in Nahwu learning. The data sources are students from the Arabic Language Education Study Program and students from the Humanities Study Program. Data collection techniques are questionnaires. The results of this research indicate that the intelligence quotient level of students in the Nahwu learning process at UIN Maulana Malik Ibrahim is satisfactory, with an average of 75.31. This suggests that students can effectively absorb Nahwu material and develop according to their optimal potential. The percentages are as follows: 7% have superior intelligence, 13% have high intelligence (standard), 53% have average intelligence (normal), 17% have low intelligence (standard), and 10% have below-average intelligence. Thus, the intelligence possessed by the majority of students is relatively standard and tends to be able to follow the Nahwu learning process.
Copyright (c) 2026 Danial Hilmi, Halimatus Sa’diyah, Nur Toifah https://creativecommons.org/licenses/by-sa/4.0/
The Effect Of Rhythmic System On The Perception Of L1, L2 And Unfamiliar Languages/ أثر النظام الإيقاعي في إدراك سرعة النطق للغة الأم واللغة الثانية واللغات غير المألوفة
This study aims to reveal the effect of listeners’ knowledge of a language rhythmic system on their perception of speech rate, by comparing listeners' perception of speech rate in their native stress-timed language, Arabic, to that of three other languages, one of which is their second language, each belonging to a different linguistic rhythm: German (stress-timed), Spanish (syllable-timed), and Japanese (mora-timed). Forty-five male and female participants listened to 120 sentences (30 from each language), and gauged the speech rate of each sentence on a seven-point Likert scale. The results revealed that participants perceived the speech rate of their native and second languages as usual, but perceived the speech rate of unfamiliar languages differently, depending on the linguistic rhythm of those languages. They perceived the speech rate of German (a stress-timed language) as usual, and that of Spanish (a syllable-timed language) as relatively fast. Participants' perception of Japanese speech rate varied depending on their second language, with the speech rate appearing fast to participants who knew German and normal to those who knew Spanish.
Copyright (c) 2026 Lubna Alshaikhmubarak, Yahya Aldholmi https://creativecommons.org/licenses/by-sa/4.0/
Teaching Arabic To Non Arabic Speakers Using The Teaching Methods Of Prophet Muhammad/ تعليم اللغة العربية لغير الناطقين بها باستخدام طرق تعليم النبي محمد صلى الله عليه وسلم
The Arabic language, the language of the Holy Qur’an, is one of the most widely spoken languages within the Semitic language group. Students learn Arabic as a second or foreign language worldwide for various reasons. Arabic language scholars have developed numerous methods to teach the Arabic language. This study utilizes the teaching methods used by the Prophet Muhammad to enhance the teaching of the Arabic language to non-Arabic speakers. The objectives of the research are to expose the methods of teaching adopted by Prophet Muhammad (peace be upon him) and propose a visionary method to enhance the effectiveness of teaching the Arabic language to non-native speakers. The study employed a descriptive-analytical deductive method. The data was obtained through library research, including books, magazines, previous research, and internet resources. The key findings of this research indicate that the teaching approach adopted by the Prophet is a holistic and interactive method for teaching the Arabic language to non-native speakers. This approach emphasizes teaching pronunciation of letters using the method of repetition; developing listening skills using the method of storytelling; enhancing teaching vocabulary and writing using proverbs, utilizing gestures, or using illustrations for clarification and statements; developing the skill of speaking using dialogue and discussion methods; and developing the reading skill by using the questioning and answer method during the teaching-learning process. More importantly, Prophet Muhammad focused on teaching methods to develop the skills of listening and speaking, as he was illiterate and unable to read and write. Hence, he engaged the audience by attracting their attention through oral communication.
Copyright (c) 2026 M.H.A. Munas, A.M. Razick, M.C.S. Shathifa, A.R. Nasar https://creativecommons.org/licenses/by-sa/4.0/
Thematic Structure Of Rhetorical Imperative Sentences In The Quran As Arabic Literature And Its Translation Into Malay
This study investigates the extent to which the rhetorical functions of Quranic imperative sentences are accurately conveyed in their Malay translations. A total of sixteen Quranic verses containing rhetorical imperatives were identified, from which six were purposively selected for detailed analysis based on their distinct rhetorical functions, including permissibility, disdain, taking lessons, honour, warning, and humiliation. The source texts (ST) and their corresponding Malay translations from Tafsir PIMPINAN AR-RAHMAN Kepada Pengertian AL-QUR’AN (25th edition, 2020) were analysed using Halliday’s (1994) textual metafunction framework, with a focus on theme and rheme structures. The findings indicate that while the translations effectively convey the directive force of the original imperatives, this is often achieved through thematic adaptations that affect semantic precision and rhetorical tone. Specifically, the Malay translations tend to expand rhemes, introduce explanatory additions, and shift implicit meanings into explicit ones. Although the communicative intent of the source text is preserved, such adaptations occasionally attenuate the rhetorical sharpness of the original. The study concludes that future translations should adopt a balanced approach that preserves structural fidelity, maintains cultural clarity, and retains rhetorical impact, ensuring the Quran’s persuasive and illocutionary force remains intact across languages.
Copyright (c) 2026 Mohamad Azwan Kamarudin, Suhaila Zailani @ Hj Ahmad, Hakim Zainal, Mohd Haidhar Kamarzaman, Muhammad Zaimuddin Mohd Zakarim https://creativecommons.org/licenses/by-sa/4.0/
Development Of Interactive Media iSpring Free To Improve Reading Skills In Elementary School/ تطوير وسيلة التفاعلية iSpring Free لترقية مهارة القراءة في المدراسة الابتدائية
Reading skills are very important because they are the main basis for obtaining valid knowledge and information. By having good reading skills, you can understand the contents of the text in depth. Therefore, this study aims to improve the reading skills needed by elementary school students by using the development of interactive media iSpring Free. The background to this research is the low interest in reading and reading skills of students in learning Arabic, coupled with the use of traditional methods which are still dominant. The approach used is research and development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation and evaluation. The resulting product is an Android-based interactive learning media, developed using iSpring Free and equipped with attractive visual displays, audio, and various reading exercises. The results of the feasibility test by material experts obtained a score of 90%, while from media experts it was 92%. This media was then tested on 20 fifth grade students of Nurul Arifin Elementary School. Based on the questionnaire distributed, the level of student satisfaction with this media reached 90.82%. Most students felt that learning was more enjoyable, easy to understand, and not boring. The study's results showed that interactive learning media can significantly enhance students' reading skills. iSpring Free has proven to be effective in presenting materials more interestingly than conventional methods. Therefore, this media can be used as an alternative in learning Arabic at the elementary school level, especially in improving reading skills. However, optimal use of this media requires support from adequate technological infrastructure and teacher readiness in operating digital devices. Teacher training and strengthening of supporting facilities are the main keys so that this learning media can be used sustainably and effectively.
Copyright (c) 2026 Faidatul Baroro, Nino Indrianto, Asep Maulana, Fathul Maujud https://creativecommons.org/licenses/by-sa/4.0/
The Impact Of Arabic Language Proficiency On Entrepreneurial Self-Efficacy
This study examines the correlation between Arabic language competency and entrepreneurial self-efficacy, drawing insights from a qualitative analysis of 293 participants engaged in entrepreneurial endeavors. Although prior research has examined numerous factors influencing entrepreneurial confidence, the impact of language ability, particularly within Arabic corporate environments, remains inadequately investigated. This research employed thematic analysis of open-ended survey responses to identify the primary pathways through which Arabic language proficiency influences entrepreneurial self-efficacy. The results indicate three main dimensions: improved communication abilities (85%), augmented market access potential (67%), and bolstered professional confidence (63%). The analysis of respondent narratives suggests that language proficiency enhances entrepreneurial self-efficacy through several avenues, including improved business negotiations, heightened cultural competency, and expanded international networking capabilities. The research highlights substantial obstacles, notably the acquisition of technical vocabulary (78%) and insufficient practical exposure (72%), which are identified as primary impediments to effective corporate communication. These findings enhance both entrepreneurship development and language acquisition theory by providing a framework for understanding how language proficiency affects entrepreneurial confidence. The research has significant implications for professional development programs and language training initiatives, highlighting the need for integrated approaches that combine language acquisition with the development of practical entrepreneurial skills. This research provides valuable insights for language training institutions, corporate development initiatives, and aspiring entrepreneurs in Arabic-speaking regions.
Copyright (c) 2026 Wan Ab Aziz Bin Wan Daud, Mohammad Taufiq Bin Abdul Ghani, Asma Salsabila Binti Tai’tullah, Shah Iskandar Fahmie Ramlee, Mohd Akasyah Bin Muhamad Yusoff https://creativecommons.org/licenses/by-sa/4.0/
The Opinions Of Grammarians Described As Al-Hudaq In Arabic Grammar: The Chapter On Verbs As A Model/ آراء النحويّين الموصوفين بـالحُذّاق في النحو العربي، باب الأفعال أنموذجا
The study aims to collect distinguished grammatical opinions attributed to the “Al-Ḥuḏāq,” a term referring to groups of senior grammarians in classical works, as seen in expressions such as “the expert grammarians” and “clarified by the Al-Ḥuḏāq.” The grammarians themselves frequently transmitted opinions using this designation; for example, al-Nahhās says: “the expert grammarians do not say and (لها) meaning (عليها).” The purpose of the research is to gather these opinions, specifically those related to Arabic verbs, to study and analyze them, compare them with other viewpoints, and identify the names of these “Al-Ḥuḏāq.” The researcher relied on surveying disputed issues in classical texts and on indices of books on grammatical schools. The study revealed the identities of the grammarians referred to as “Al-Ḥuḏāq” in each issue and clarified that the term “Al-Ḥuḏāq”—if it can be considered a technical term—entails two aspects: first, grammarians do not label a school as the “Al-Ḥuḏāq” school without generally intending to give it preference; second, describing a particular group as “Al-Ḥuḏāq” serves as a form of praise for the grammarians themselves, highlighting their reliability and authority, since ḥadhāqah denotes skill and mastery. Moreover, these issues affect the teaching of Arabic to non-native speakers.
Copyright (c) 2026 Ahmed Aref Jumaa Al-Kubaisi, Rafi Khalaf Jassim https://creativecommons.org/licenses/by-sa/4.0/
Implementation Of Muhadatsah Learning To Improving Arabic Speaking Skills/ تطبيق تعليم المحادثة في تحسين مهارة الكلام
This research is motivated by the lack of maharah kalam ability of mahasantri at Ma’had al-Jami’ah UIN SATU Tulungagung. Therefore, implementing muhadatsah learning aims to help mahasantri become more confident in improving their maharah kalam in daily activities. The steps taken are choosing the appropriate muhadatsah learning design and applying it to the mahasantri's daily activities. The research method employs a descriptive qualitative approach, using a case study design and data collection methods including participant observation, in-depth interviews, and documentation. Then, for the data analysis steps used, namely data collection, data reduction, data presentation, and conclusion. Based on observations and interviews across various sources, researchers identified several key findings, including the planned and compiled muhadatsah learning design, developed 2-3 months before active muhadatsah learning activities. The learning system consisted of reading, listening, and reading-imitating components. Some steps taken by ma’had managers to improve maharah kalam include supporting other learning (fi'il, isim, and qawaid) and implementing Yaumul Lughah as a form of bi’ah lughawiyah for mahasantri. Then, among the problems faced, namely the difference in the educational background of the mahasantri, is also an obstacle to the mahasantri in muhadatsah learning.
Copyright (c) 2026 Firda Yuda Firmanasari, Anin Nurhayati https://creativecommons.org/licenses/by-sa/4.0/
Political Blogs As An Educational Tool In Learning Arabic: Opportunities And Challenges
This study examines the effectiveness of political blogs as instructional resources in teaching Arabic to non-native speakers, situating the analysis within communicative and critical literacy approaches to language learning. It explores both the pedagogical opportunities these blogs offer for developing advanced language skills and the linguistic, cultural, and ideological challenges associated with their integration into the classroom. Adopting a mixed-methods research design, the study combines quantitative and qualitative data to provide a comprehensive evaluation of this emerging pedagogical practice. Data were collected through a content analysis of a purposive sample of thirty (30) Arabic political blogs representing diverse ideological orientations and regional contexts. In addition, an online questionnaire and semi-structured interviews were administered to one hundred and twenty (120) intermediate- and advanced-level learners of Arabic from varied linguistic and cultural backgrounds. To measure learning outcomes, pre- and post-tests were conducted with a subgroup of forty (40) learners who engaged with political blogs as supplementary instructional materials over twelve weeks. Quantitative data were analyzed using descriptive and inferential statistical techniques via SPSS. In contrast, qualitative data were examined through thematic coding and critical discourse analysis to identify salient linguistic, stylistic, and discursive features. The findings reveal statistically significant gains in learners’ acquisition of specialized political vocabulary, reading comprehension, and academic writing skills, alongside increased political and cultural awareness. However, the study also highlights persistent challenges, including the complexity of political discourse, ideological bias, and the diglossic gap between Modern Standard Arabic and colloquial varieties. The study concludes that the pedagogically guided integration of political blogs—supported by careful content selection, scaffolded tasks, and explicit training in critical discourse analysis—can effectively enhance advanced Arabic language learning while mitigating potential linguistic and ideological constraints.
Copyright (c) 2026 Ahmed Muhqmed wafiq Othman, Lily Hanefarezan Binti Asbulah https://creativecommons.org/licenses/by-sa/4.0/
Thematic Analysis Of Arabic Language Curriculum Integration Of Multidimensional Values Scopus Indexed Literature Review
This study aims to map research trends in Arabic language curriculum development, based on twelve scholarly articles indexed in the Scopus database and published between 2014 and 2025. The study employs a systematic literature review approach, grounded in Arlene Fink’s framework, which comprises three main stages: literature sampling, literature screening, and data extraction. The selected articles met specific inclusion criteria relevant to the theme of Arabic curriculum development in the context of contemporary education. The data extraction process focused on four key elements of each article: authorship, research objectives, methods, and findings. Thematic analysis of these articles identified five central themes in curriculum development: the integration of environmental values, the incorporation of local wisdom, the integration of spiritual aspects, the enhancement of creativity through curriculum design, and the urgency of formulating a more adaptive and contextual national curriculum standard. These thematic findings are further analyzed through the lens of William Pinar’s reconceptualist curriculum theory, which views curriculum not merely as a technical instructional tool, but as a subjective, reflective, and cultural process (currere). The study reveals that the Arabic language curriculum in Indonesia remains normative and is not yet fully responsive to local and global dynamics. Accordingly, this research recommends the development of a more collaborative, contextual, and holistically oriented Arabic language curriculum. It is expected that this study will serve as a significant reference for policymakers and curriculum developers in designing an Arabic curriculum that is relevant, responsive, and transformative.
Copyright (c) 2026 Ilya Husna, Yasmadi Yasmadi, Rahmawati Rahmawati, Afrina Refdianti, Isra Hayati Darman, Ira Aniati https://creativecommons.org/licenses/by-sa/4.0/
Designing A Measure For Arabic Language Skills Using Blackboard: A Statistical Study Applied To Non-Arab-Speaking Students
This study aimed to develop a linguistic measurement tool to evaluate Arabic proficiency among non-Arabic-speaking students, focusing on speaking, listening, and communication skills. The tool also sought to explore potential variations in proficiency by ethnic origin (Asian, African, and European). A quantitative research approach was employed, using a custom-developed tool to assess Arabic language skills. The study was conducted at the Islamic University of Medina, Saudi Arabia, with a random sample of 50 non-Arabic-speaking students from 15 nationalities. Data were collected through a linguistic assessment, which measured students' performance in speaking, listening, and communication tasks. The findings revealed significant ethnic variations in linguistic proficiency across the assessed skills. The tool's difficulty level was appropriate for evaluating students’ language abilities, with listening skills proving most challenging. Students particularly struggled to infer content from unfamiliar expressions, resulting in a difficulty rate of 72%. Speaking skills also posed challenges, particularly in determining the timing for introducing new ideas and in accurately pronouncing adjacent letters, with a 70% difficulty rate. Communication skills were less complex, with a 44% difficulty rate in exchanging ideas and responding to criticism. The study concluded that linguistic proficiency in Arabic among non-Arabic-speaking students varies by ethnic origin, with distinct challenges in listening and speaking. The developed measurement tool proved effective in assessing these skills and can be used to identify targeted language support needs among non-Arabic-speaking students in academic settings. Further research is needed to refine the tool and investigate additional factors that influence language acquisition.
Copyright (c) 2026 Khalid Alharbi https://creativecommons.org/licenses/by-sa/4.0/
The Impact Of Perceptions On The Skill Of Using Maʿani Ḥuruf Al-Jarr Among The University Of Sultan Zainal Abidin’s Students/ أثر المدركات في مهارة استخدام معاني حروف الجرّ لدى طلبة جامعة السلطان زين العابدين
Ḥurūf al-Maʿānī are essential linguistic elements that connect explicit and implicit meanings within a sentence. However, Hurūf al-Jarr (Arabic prepositions) present significant challenges for students in terms of comprehension and mastery. Since there are twenty types of Hurūf al-Jarr, each carrying diverse meanings depending on the sentence context, which function as crucial supportive factors in addressing students’ weaknesses and improving their proficiency, this study aimed to examine the level of mastery among Arabic language students in understanding the Maʿānī Hurūf al-Jarr. Additionally, this study also investigated students’ perception levels as a potential social factor to determine their correlation with the mastery of the aforementioned matter. A cross-sectional survey method was employed with a population of 100 students from the Bachelor of Arabic Language Studies programme at Universiti Sultan Zainal Abidin, enrolled in the the 9th Semester of the 2024/2025 academic session. Research instruments included a questionnaire to assess the students’ perception level and a comprehension test to measure their mastery. The reliability index of the comprehension test was 0.82, while the questionnaire had a reliability value of 0.83, as measured by Cronbach's Alpha. Data were analyzed using both descriptive and inferential methods with SPSS software. Findings revealed that students had a weak level of mastery in maʿānī ḥurūf al-jarr (mean = 50.91%) and a moderate level of perception (mean = 3.38). A positive correlation was found between the level of perception and mastery (rr = 0.257, p < 0.05). These results indicate a deficiency in students’ grasp of Arabic grammar and highlight the potential value of perception as an effective factor in this area.
Copyright (c) 2026 Mohd Fadhlillah Abdul Patah, Abdul Salam Zulkifli, Mohd Affandi Mohd Yusuf, Muhammad Syauqi Muhammad Sabran https://creativecommons.org/licenses/by-sa/4.0/
Depictions Of Arab World In The Arab-American Poet Naomi Shihab Nye’s Select Poetry
The study aims to determine how Arab-American authors Naomi Shihab Nye and Diana Abu-Jaber depict Arabs in their selected poems including "Half and Half", "Fuel”, "Kindness", "19 Varieties of Gazelle", “The Sweet Arab, the Generous Arab”, "For Mohammed Zeid of Gaza, 15 Years Old" and “An Ode to The Sweet Arab, the Generous Arab”. Naomi Shihab Nye is an Arab-American poet residing in Texas, where she interacts with many diasporas. She has sustained a friendship with Palestine for fourteen years. Her empathy for her father, Aziz, acts as the impetus for her writing. Moreover, her mother, a displaced German, profoundly impacts the visionary dimension of her exile. The study uses a qualitative research method, specifically literary analysis within the framework of postcolonial and diaspora studies. The author depicts Arabs as humane, generous, peace-loving, and dignified people who suffer from political violence and displacement. They emphasize shared humanity, cultural richness, hospitality, and resilience, while challenging Western stereotypes that portray Arabs as violent or inferior. The study finishes with a compilation of topics that have affected Arab-Americans and shaped their cultural beliefs, including hybridity, multiculturalism, and identity deficiency. This research supports Arabic language learning by fostering cultural empathy and contextual understanding, enabling learners to engage with Arabic texts beyond stereotypes through authentic diasporic representations of Arab identity, values, and lived experience.
Copyright (c) 2026 Tribhuwan Kumar, Abdelrauof Alharahsheh https://creativecommons.org/licenses/by-sa/4.0/
The Morphological Semantics Al-Sijn In Surah Yusuf A Contextual And Analytical Study Within The Qur’anic Discourse/ الدّلالة الصّرفيّة للفظ السّجن في سورة يوسف: دراسة تحليليّة دلاليّة في ضوء النّصّ القرآنيّ
This study elucidates the meaning of the Qur’anic term al-sijn (prison/imprisonment) with a focus on its usage in Surah Yusuf (Q 12). The research is library-based and descriptive. It draws on Ibn Ashur’s al-Tahrir wa al-Tanwir, as well as old Arabic dictionaries and grammar books. The word is traced in its primary forms—the noun al-sijn and the verbs from the root s-j-n—and each verse is read in its nearby context. The results show a core sense of confinement. In context, the word may refer to an actual place of detention, a state of being held or pressured, or a test that highlights Prophet Joseph’s patience and integrity. The alternation between active and passive forms helps show who has agency in the story. All occurrences are in Surah Yusuf and serve its theme of trial, patience, and relief.
Copyright (c) 2026 Ahmad Odeh Awad Alqisi, Mohd Fauzi Abdul Hamid, Elsayed Mohamed Salem https://creativecommons.org/licenses/by-sa/4.0/
Transforming Arabic Language Learning With Artificial Intelligence: Teacher Perspectives And Student Experiences
The advancement of artificial intelligence (AI) technology has brought significant transformation in various fields of education, including Arabic language learning. This study aims to analyze the transformation of Arabic language learning through AI from the perspectives of teachers and students, and to identify the challenges that arise in the learning process. This research employs a qualitative approach, utilizing in-depth interviews with 2 Arabic teachers and 13 students who have utilized AI technology in their learning. Data were collected through semi-structured interviews and analyzed using Miles and Huberman's thematic analysis techniques. Research findings indicate a significant pedagogical transformation, including teachers adapting from teacher-centered to student-centered approaches, an 85% increase in student motivation and engagement, and the emergence of technical and ethical challenges during implementation. Teachers experienced a shift in role from information deliverers to facilitators and guides of personalized learning. Students reported an increase in independent learning ability of 78% and faster, more accurate feedback. However, the research also highlights the need for comprehensive teacher training and the development of evaluation strategies tailored to AI-based learning. This research contributes to the understanding of AI implementation in Arabic education. It provides a framework for pedagogical adaptation in the digital era, leveraging hybrid learning models that harness the strengths of AI while fostering human interaction.
Copyright (c) 2026 Nanin Sumiarni, Hasan Saefuloh, Muhamad Ibnu Setiawan Pratama https://creativecommons.org/licenses/by-sa/4.0/
Artificial Intelligence Supported Language Learning: A Systematic Review
Several recent advancements have been made in the field of artificial intelligence (AI) language learning. Given the widespread adoption and enabling power of immersive technologies, as well as the potential applications of Artificial Intelligence Supported Language Learning (AISLL), it is critical to continuously investigate the literature to identify trends and practices in language education research. Of the 89 publications located between 2021 and 2023, 10 were selected based on the criteria for inclusion and exclusion from WoS and Scopus. Using five codes obtained from earlier systematic reviews, the researcher conducted an analysis and synthesis of these studies. The codes were as follows: 1) aim, 2) methodology, 3) sample, 4) country, and 5) outcomes. The systematic review revealed several key trends in AISLL. It was found that universities were the predominant setting for AISLL research, with most studies employing quantitative research methods. The methodologies varied widely, with emphasis on experimental and quasi-experimental designs. The countries represented in the studies were diverse, yet there was a concentration in technologically advanced regions. Significant outcomes reported include improved student performance and positive attitudes toward AI tools in language learning. To better understand AI utilization in language teaching and learning, academics are urged to broaden the scope of future studies and involve students at all educational levels in future AISLL practices.
Copyright (c) 2026 Nurkhamimi Zainuddin, Nur Azlin Suhaimi, Norita Md Norwawi, Mohammad Najib Jaffar https://creativecommons.org/licenses/by-sa/4.0/
Education Of Arabic Language In Sindh: Evaluating Curriculum, Resources And Outcomes
The education of Arabic in government institutions in Sindh remains a concern due to limited curricular innovation, inadequate resources, and unsatisfactory learning outcomes. This study seeks to evaluate the existing Arabic curriculum, the availability and quality of teaching resources, and the actual outcomes achieved by teachers. The research begins with a discussion on the significance of Arabic language learning in religious, social, and educational contexts. Moreover, it examines the role of government institutions in providing effective Arabic education and in shaping learners' character. A review of the curriculum and teaching practices has been conducted alongside field surveys of selected schools and colleges. The findings highlight both strengths and weaknesses in the current system, including outdated syllabus content, a lack of modern teaching resources, and low proficiency levels. Based on these insights, the study proposes practical reforms to improve the curriculum, strengthen resource allocation, and enhance students' learning outcomes. The study concludes that comprehensive reforms are essential to make Arabic education more relevant, engaging, and effective for future generations in Sindh.
Copyright (c) 2026 Nasurullah Qureshi, Altaf Ahmed, Muzaffar Ali, Abdul Samee Jessar, Nazir Ahmed https://creativecommons.org/licenses/by-sa/4.0/
Measuring What Matters: Goal‑Free Evaluation Of Holistic Assessment In Arabic Language Education
Outcome-Based Education (OBE) requires assessment that captures not only knowledge but also professional dispositions and observable performance. Program-level evidence in Arabic Language Education (ALE) remains limited, especially studies that link holistic assessment design to institutional quality indicators and graduate outcomes. The study aims to appraise the effectiveness of a holistic assessment system (cognitive–affective–psychomotor) in the ALE Study Program at Universitas Islam Riau using Goal Free Evaluation (GFE) and to examine its association with academic attainment and graduate outcomes. This study is a mixed-methods, descriptive dominant design employing GFE to evaluate effectiveness through actual outcomes rather than predetermined targets. Data sources included three academic years (Y2 [2022] to Y [2025]) of institutional records, quality assurance documents (GLOs•CLOs•sub-CLOs; rubrics), micro-teaching artefacts, student satisfaction surveys, and a tracer study. Association with academic attainment was examined through temporal trends in GPA and on-time graduation; association with graduate outcomes through employment rates and time-to-job. Findings: GFE evaluation revealed system effectiveness across all domains: (i) cognitive—mean GPA remained consistently high (3.69–3.78) and on time graduation reached 52% in Y; (ii) affective—“very good” ratings ≥75% across service dimensions; (iii) psychomotor—standardized micro teaching ecosystem (≥4 practices/semester; ≥10 core skills; B threshold). Association with academic attainment: The 40–30–30 design, explicitly linked to GLOs→CLOs, showed a strong association: stable, high GPAs across three years and improved on-time graduation indicate that the system effectively supports quality and efficiency. Association with graduate outcomes: Strong positive association demonstrated—97.5% placement, 4.8-month time-to-job, with education sector dominance (~77%) corresponding to psychomotor emphasis on teaching skills. The integrated competence (cognitive mastery, affective dispositions, psychomotor skills) developed through the holistic assessment system directly contributed to favorable employment outcomes. Conclusion: A 40–30–30 assessment design explicitly linked to GLOs→CLOs effectively sustains performance across three domains and employability. GFE evaluation demonstrated apparent effectiveness and strong associations with both academic attainment and graduate outcomes. Recommendations include rubric standardization, assessor moderation, analytics dashboards, and longitudinal tracking.
Copyright (c) 2026 saproni muhammad samin, Azhar Jaafar, Harif Supriady, Rojja Pebrian, Alfitri Zulkifli, Yenni Yunita https://creativecommons.org/licenses/by-sa/4.0/
Teaching And Learning Arabic Through Homeschooling: A Thematic Study Of Primary Education In Malaysia
The implementation of Arabic language teaching and learning in Malaysia over the past three decades has demonstrated dynamic and progressive development. However, this subject is not immune to the challenges and problems that arise in both teaching and learning. Therefore, a collective and strategic effort is required to reform and transform prevailing mindsets, thereby improving the overall effectiveness of Arabic language education. This study aims to identify the main criteria for a homeschooling approach as an alternative to traditional education in Arabic language teaching and learning among primary school students. To identify the main criteria, thematic analysis is applied to four key aspects: the module, implementation, time, and type of homeschooling activities. Several interviews were conducted by three Arabic language committee teachers across the state of Terengganu, Malaysia. The data is analysed by the computer software ATLAS. ti version 9. The results provide positive insights and constructive suggestions from study participants regarding the criteria for a homeschooling approach to teaching and learning Arabic to primary school students. The main criteria identified in this study are as follows: the inclusion of appropriate, straightforward, and concise basic modules; alignment with the Arabic language education syllabus established by the Malaysian Ministry of Education (MOE); a flexible implementation method; an emphasis on group learning; the prioritization of mental breaks; and the use of engaging, creative, and enjoyable student-centered activities. The primary implication of this study is to propose a foundational reference for developing a comprehensive framework of guidelines for implementing the homeschooling approach in teaching and learning Arabic to primary school students in Malaysia.
Copyright (c) 2026 Wan Nur Izzati Hazwani Kashfi, Norhayati Che Hat https://creativecommons.org/licenses/by-sa/4.0/
Discourse Analysis Of Resistance Uses Linguistic Style In Arabic Social Media
Social media has become a powerful tool for oppressed individuals and communities to express their resilience, protest, and resistance in conflict settings. Focusing on the 2023 Palestine-Israel conflict, this study examines the linguistic techniques used by Palestinians to express resilience, struggle, and solidarity in social media posts published on the Facebook accounts of Al Jazeera Channel and Palestine TV, as well as on the Telegram accounts of Gaza Now and Warlife3. It also examines the role of their language in preserving the identity, religion, and culture of the Palestinian community. Moreover, the study analyzes how linguistic narratives strengthen solidarity, unity, and hope among the Palestinian people. The study corpus is examined through the lens of Mediated Discourse Analysis proposed by Norris and Jones (2005) and Scollon (2001). The analysis showed a repertoire of linguistic strategies reflecting gender discourse and sociocultural resilience. While Palestinian men employed direct quotations and a declarative structure to reinforce a tone of resistance and determination, Palestinian women used emotive language, rhetorical questions, metaphors, vocatives, and repetition to humanize the struggle. Both genders used religious expressions to solidify cultural and spiritual resistance. Inclusive pronouns and reference to Jihad were used to construct collective solidarity. The findings contribute to the gendered resistance discourse by showing how gendered linguistic styles are used to reinforce resilience and foster solidarity in conflict settings. The findings expand MDA's applicability in examining narratives of resistance and collective empowerment
Copyright (c) 2026 Maisa Yahya Mahmoud Abu-Athreh, Ashinida Aladdin https://creativecommons.org/licenses/by-sa/4.0/
Comparative Analysis Of Grammatical Equivalence On Fi’l Thulathi Mujarrad (Triliteral) In The Arabic-Javanese Translated Book Lubab Al-Hadith
Lubab Al-Hadith Arabic-Javanese is one of the books that contains the hadith, or message, of the Prophet and is commonly used in Islamic education, such as in Islamic boarding schools. This study aims to examine the grammatical equivalence, specifically how the translator can maintain the verb from Arabic grammatical form to Javanese grammatical form, and to compare the translation quality of the two versions of the book. This research uses a descriptive qualitative method, and data collection is through observation with note-taking. The result of this study shows that from 94 data of Triliteral Verbs (TV), four main derivation patterns were found, namely fa'ala-yaf'ulu as many as 34 (36.17%), fa'ala-yaf'ilu as many as 27 (28.72%), fa'ala-yaf'alu as many as 18 (19.15%) and fa'ila-yaf'ilu as many as 15 (15.96%) and related to the analysis of the five aspects of grammatical equivalence with an almost balanced distribution in both translation versions, with a slight difference. The quality assessment of both versions of the translator yields average scores of 2.9 and 2.8, which are categorized as high.
Copyright (c) 2026 Kunti Millah Kamilah, Muhammad Yunus Anis, Tareq Alfraidi https://creativecommons.org/licenses/by-sa/4.0/
Textual Intertextuality In The Poetry Of The Bani Debba Poets Of The Islamic Era/ التعالق النصي في شعر شعراء بني ضبة في العصر الاسلامي
A literary text is created through relationships with other scholarly and artistic texts, as clearly represented in the poetry of the poets of Bani Debba in the early Islamic era, which will be analysed and studied in terms of the relationships among their poetic texts. This research aims to identify the poetry of this tribe in the Islamic era, the extent to which they were influenced by what they heard from the ancient period, and the areas of influence. Research method: This research analysed several poems by the Bani Debba tribe from that era to identify the sites of influence. Results: is to explore the extent to which the poets of bani dabba were influenced by the before islamic poetic text and the extent to which the poets of this tribe were able to employ the words and meanings they found in the Islamic poetic text, and this research has provided a clear picture of the meanings in which bani dabba poets wrote in the Islamic era. This research has provided a clear picture of the meanings the poets of Bani Debba used in their writings during the Islamic era.
Copyright (c) 2026 Mahmood Ahmed Shakir Ghadeeb https://creativecommons.org/licenses/by-sa/4.0/
Arabic Semantic Development And Problematic Hadith Interpretation/ التطور الدلالي ومشكل الحديث
Semantic studies of Arabic literature, in this case, hadith texts, face the problem of Mushkil al-Hadith (Problematic Interpretation of Hadith). One of the leading causes of Mushkil al-Hadith is the development of the semantics of words or phrases in Arabic. This research aims to solve the problem of Mushkil al-Hadith by tracing the development of the semantics of problematic terms. This research uses descriptive-analytical methodology, which involves the description and analysis of words and their meanings. This research examines how the meaning of these words in our contemporary linguistic reality has deviated from that of the Prophet's hadith as understood by previous scholars, both hadith experts and lexicographers. One example is the hadith of Tamim al-Dari, the Prophet Muhammad said: "Religion is al-nasihah." Here, al-nasihah means sincerity, not, as is commonly understood today, "a statement that calls for goodness and forbids evil." For three centuries before the Hijrah, its meaning revolved around sincerity in giving advice and similar contexts. Other examples discussed include the problem of singing girls, the problem of the Prophet drinking nabidh (wine), the issue of giving honor in charity, and the problem of dipping flies when they fall into a container. This research concludes that semantic development is a key factor in solving Mushkil al-Hadith and that words that acquire new semantic content do not always lose their original meaning.
Copyright (c) 2026 Mohamed Abdelhalim Uthman Ahmed, Musab Hamod https://creativecommons.org/licenses/by-sa/4.0/
On the Reception Of The Linguistic Lesson In Moroccan Universities: Scientific Pathways And Educational Obstacles/ في تلقّي الدرس اللسانيّ بالجامعة المغربيّة: المسارات العلميّة والعوائق التعليميّة
This study aims to map the nature of this reception, trace its intellectual pathways, and examine the key obstacles it has faced on both conceptual and institutional levels. Generative grammar is approached not merely as a linguistic model, but as a paradigmatic shift that moved linguistic inquiry from taxonomic description to explanatory theorization grounded in rationalist principles, with the broader goal of uncovering the universal grammar of natural language. This study focuses on the university reception of generative grammar, analyzing its obstacles through three interdependent problems: the crisis of linguistic grounding, the problem of formalization, and the crisis of linguistic lessons within the university context. This study, from a critical perspective, seeks to question the cognitive and methodological structure upon which the teaching of linguistics in Moroccan universities is based, in light of a scientific awareness of the nature of academic practice, its limits, and ways to develop it, and derives its importance from the scarcity of research that has dealt with the subject of receiving generative theory specifically in this context, and from its attempt at the same time to suggest possible ways to overcome the ongoing crisis that continues to cast its shadow over the reality of university linguistic research, which makes it a contribution to diagnosing the reality and proposing alternative outcomes. The study concludes with the most prominent findings: the need to restore the spirit of the scientific method in university research, link linguistics to its real subject, and focus on analyzing linguistic facts rather than remaining captive to explanations and footnotes, while emphasizing the importance of declaring the theoretical framework and embracing applied critical practice in linguistic research instead of limiting it to theoretical criticism.
Copyright (c) 2026 Smahane Alaoui Ismaili, Abdennabi Safir https://creativecommons.org/licenses/by-sa/4.0/
The Influence Of CEFR-Based Arabic Language 1 Textbook With A Whole Language Approach On The Motivation And Learning Outcomes/ تأثير استخدام كتاب اللغة العربية 1 على أساس الإطار الأوروبي المرجعي المشترك بالمدخل الكلي على الدافعية ونتائج تعلم طلبة
This study aimed to analyze the effect of the Arabic Language 1 textbook for the Sharia Economics Study Program—designed based on the Common European Framework of Reference (CEFR) and employing the Whole Language approach—on students’ motivation and learning outcomes in the Sharia Economics Study Program at Trunojoyo Madura University. The research was motivated by students' limited ability to comprehend Arabic texts on Islamic economics, stemming from the use of partial and contextually irrelevant instructional materials. The CEFR approach was chosen because it integrates language competence with academic and professional contexts, while the Whole Language approach emphasizes integrated, communicative learning of the four language skills. This research employed a quantitative explanatory method with Structural Equation Modeling–Partial Least Squares (SEM–PLS) analysis involving 86 students who used the textbook. The analysis results indicate that implementing the textbook had a significant effect on learning motivation (β = 0.901; p < 0.05) and learning outcomes (β = 0.453; p < 0.05), and that learning motivation significantly affected learning outcomes (β = 0.506; p < 0.05). The R² values of 0.875 for learning outcomes and 0.812 for learning motivation demonstrate a high explanatory power of the model. Therefore, the Arabic Language 1 textbook for the Sharia Economics Study Program, based on CEFR and applying the Whole Language approach, is proven effective in enhancing students’ motivation and their integrated istima’(listening), kalam (speaking), qira’ah (reading), and kitabah (writing) skills within the context of Sharia economics learning.
Copyright (c) 2026 Lilis Suaibah, Nurul Murtadho, Muhammad Samsul Ulum https://creativecommons.org/licenses/by-sa/4.0/
A Scoping Review Of Flipped Classroom Approaches In Arabic Teaching
The review examines the use of the flipped classroom in Arabic instruction from 2010 to 2024, drawing on 56 studies that met the inclusion criteria. Flipping the classroom is not new in other disciplines, but in Arabic instruction, it has not been widely adopted. The four areas identified by the study were the structures and methods of Arabic lessons, the effects on language proficiency, the development of cross-cultural awareness and independence, and the challenges of integrating technology into learning environments. Flipped strategies can be effective for intermediate and advanced Arabic learners, but their success depends on several factors. The review identified significant disparities, including the lack of studies on beginner learners and the absence of a standardized evaluation method. Future research in this area should focus on designing specific flipped-learning models for Arabic instruction, analyzing various Arabic teaching contexts, and developing standardized testing instruments to evaluate improvements in language performance. The research results offer practical recommendations for educators, curriculum developers, and educational technologists who want to implement or enhance flipped classroom methods in Arabic instruction.
Copyright (c) 2026 Muhammad Hakim Kamal https://creativecommons.org/licenses/by-sa/4.0/
Difficulty Level Of Arabic Language Exam Questions For High School Students
Good learning outcome evaluation questions must have a degree of difficulty that matches the level of learning outcomes being measured. To obtain good questions, a study has been conducted to assess the degree of difficulty of the test questions. The object of this research is the MA Islamiyah Senori Final Semester Exam questions. The analysis was performed using quantitative methods and a simple descriptive qualitative approach. Data collection was carried out by assessing each exam question. Based on the study's results, the difficulty of each question was evaluated. From the results, it was observed that the exam questions were distributed as 2 difficult, 9 medium, and 9 easy, out of 20. It can be inferred from the study's findings that promising findings can be used. While questions categorized as not good indicate that the level of difficulty is unbalanced, so they should be used again, it is necessary to carefully consider the analysis results of the questions in terms of their level of difficulty.
Copyright (c) 2026 Luqi Fauziyah, M. Baihaqi, Aliwafa, Moh. Ansori, Nila Sari Syafitri, Nabiela Fahma https://creativecommons.org/licenses/by-sa/4.0/
‘Ismah And Its Impact On Building The Personality Of The Preacher To God A Doctrinal, Linguistic, And Da‘wah Study/ العصمة النبوية وأثرها في بناء شخصية الداعية إلى الله دراسة عَقَديَّة لغوية دعوية
This research aims to demonstrate the impact of Prophetic Infallibility (‘Ismah) on building the personality of the preacher (Dā‘iyah) through a doctrinal and linguistic study that highlights the connection between the purity of creed and the clarity of expression in the Prophetic discourse. This research adopts an inductive analytical method by tracing legal texts and statements by scholars related to prophetic infallibility, and analyzing them doctrinally, linguistically, and rhetorically, to reveal their influence in building the personality of preachers and their rhetorical methods, as well as utilizing comparisons to highlight the relationship between the infallibility of meaning and the majesty of expression in prophetic communication. The research clarified that ‘Ismah is not merely a metaphysical attribute but an integrated educational and da‘wah methodology that shaped the personality of the Prophet ﷺ in his speech and actions, making his communication a model to be emulated in the truthfulness of the word, the justice of the discourse, and the gentleness of the style. It also addressed the rhetorical aspect of ‘Ismah in terms of the infallibility of meaning and the sublimity of expression, showing that the Prophetic discourse reached the peak in its purity of content and beauty of expression, and that the faithful preacher emulates it in balancing faith and expression, creed and language.
Copyright (c) 2026 Mohammed Fahad Alharbi https://creativecommons.org/licenses/by-sa/4.0/
Arabic Literary Influences and Representations in the Poetry of Iqbal: A Cultural and Thematic Analysis
This research examines the representations and influence of Arabic literature in the poetry of Muhammad Iqbal, renowned as the poet of the East. Despite never traveling to Arab lands, Iqbal's profound mastery of the Arabic language and literature profoundly shaped his poetic style, themes, and symbolism. The study employs a literary-analytical approach to identify how Iqbal drew from classical Arabic poetry, Quranic texts, and Arab cultural history. Through close reading of poems such as "The Mosque of Córdoba" and "Khidr-e-Rah," the analysis reveals his extensive use of Arabic vocabulary, adaptation of motifs like ruins and longing (al-atlal), and symbolic references to Arab figures and history. The findings demonstrate that Iqbal creatively reshaped these elements to formulate a modern poetic discourse centered on Islamic revival and civilizational renewal. His work thus serves as a bridge between classical Arabic literary traditions and contemporary Islamic thought. This study highlights the centrality of Arabic heritage in Iqbal's vision and contributes to understanding the intertextual connections within the Islamic literary sphere.
Copyright (c) 2026 K.M.A. Ahamed Zubair, Nahvi Muhiyadeen Lebbai, M.Yasar Arafath Ali, N Sheik Hameed M, Luthfur Rahman https://creativecommons.org/licenses/by-sa/4.0/
The Burda Poem And The Quintets, Oppositions, And Contemporary Research Surrounding It/ قصيدة البردة تخميساتها ومعارضاتها وأبحاث المعاصرين حولها
The poem "Bānat Suʿād" by the noble Companion Kaʿb ibn Zuhayr is one of the finest and most renowned poems in Arabic literary history and heritage, rich in a vast array of poetry, stories, anecdotes, and literary gems. Kaʿb recited this poem in the presence of the Prophet Muhammad after his blood had been declared lawful, offering an apology through these verses. Scholars, both in the past and in modern times, have paid great attention to this Kaʿbite poem, explaining it, composing takhmīs (five-line expansions), parsing its grammar, and conducting various studies on it to the present day. The poem, also known as "al-Burda", sparked a wave of literary works, research, counter-poems, and more. One of the most prominent works in this context is the poem by Imam al-Būsīrī. His poem also came to be known as "al-Burda", "The Mantle Ode", and "al-Kawākib al-Durriyya fī Madḥ Khayr al-Bariyya" (The Celestial Lights in Praise of the Best of Creation). It, too, sparked a large body of commentary, imitations, and analyses. This study aims to present a comprehensive bibliography of the works written on this poem, including annotations, analyses, poetic imitations, takhmīs, references, and more. This will be achieved by dedicating this part of the research to the existing literature on "Bānat Suʿād", with references to the locations of manuscripts scattered across libraries worldwide, thereby facilitating researchers’ access to them for study, comparison, verification, publication, and dissemination to readers and specialists.
Copyright (c) 2026 Abdullah Omar Alhajj Ebrahim, Mohammed Jarallah Al-Zahrani https://creativecommons.org/licenses/by-sa/4.0/
Social Responsibility In Islam: A Study in Textual Roots and Contemporary Linguistic Manifestations/ المسؤولية الاجتماعية في الإسلام دراسة في الجذور النصية والتجليات اللغوية المعاصرة
This research provides a comprehensive study of Islamic social responsibility through textual and linguistic analysis, addressing its contemporary applications. The study's objective is to investigate the conceptual foundations of social responsibility in Islamic primary sources, examine its linguistic representations, and analyze the challenges of its modern implementation. The methodology combines inductive analysis of religious texts with linguistic examination and contemporary case studies. Key findings demonstrate that the linguistic structure of Islamic texts utilizes precise terminology and rhetorical methods that effectively reinforce social responsibility. Empirical evidence indicates that societies that implement Islamic social principles exhibit significantly higher rates of family stability and psychological well-being than contemporary alternatives. The study concludes that the Islamic approach to social responsibility offers a comprehensive framework for social cohesion. Primary recommendations include integrating Islamic social concepts into educational systems, developing flexible legislative frameworks for family law, and utilizing digital platforms for community engagement.
Copyright (c) 2026 Faisal Mohammad Mohammad Hasan https://creativecommons.org/licenses/by-sa/4.0/
Bridging The Gap Between Perceptions and Reality in Arabic Writing Proficiency Among Malaysian Higher Education Students: A Triangulation Approach
This study aims to assess Arabic writing proficiency among students at higher education institutions in Malaysia, focusing on their perceptions and actual performance through diagnostic testing. A descriptive-quantitative approach was employed, with instrument triangulation, including a questionnaire to evaluate students' perceptions and a diagnostic test to measure actual proficiency. The sample comprised 140 second-year students from four universities, selected through stratified random sampling. Findings revealed that students’ perceived ability was moderate, with an overall mean score of 3.44. Specific foundational skills, such as constructing simple sentences, were rated as high. However, the diagnostic test indicated a low level of writing proficiency, with an overall mean score of 2.34, highlighting a significant gap between students’ self-assessment and their actual performance. Further analysis identified weaknesses in syntax, idea cohesion, and paragraph development. The study underscores the need for a more holistic teaching approach, including intensive practical training, systematic guidance, and the integration of technology in Arabic language instruction. These findings provide valuable insights into students’ challenges and needs, serving as a foundation for developing more effective teaching and learning strategies.
Copyright (c) 2026 Mohamad Rofian Ismail, Azman Che Mat https://creativecommons.org/licenses/by-sa/4.0/
Semantic Displacement In Ibn Zamrak’s Poems Of Longing As A Selection: Analytical and Applied Reading
This research addresses the topic of semantic displacement through an analytical reading of a poem by the Andalusian poet Ibn Zamrak. It focuses on the artistic techniques employed by the poet to transform meanings from their direct denotations into metaphorical and symbolic ones that express the depth of emotional experience. The study begins by defining the concept of displacement linguistically and terminologically, then emphasizes semantic displacement as one of the most prominent tools of aesthetic expression in poetic texts. Relying on a detailed analysis of the poem’s structure, the study reveals a complex network of poetic images and displacements used by the poet to express longing and nostalgia, which contributed to reshaping meaning and expanding the horizon of reception. The analysis shows that semantic displacement is not merely a means of rhetorical embellishment but an effective tool in constructing the text and shaping its poetic vision. The poem was selected for its semantic and expressive density, as well as for the rich artistic model it offers to study the relationship between displacement and meaning. The research concludes that Ibn Zamrak possesses a remarkable ability to employ language in a way that transports the reader from the real world to a poetic realm filled with emotion and beauty. This study contributes to a deeper understanding of the role of semantic displacement in Arabic poetry and highlights Ibn Zamrak’s distinguished position within the Andalusian literary heritage.
Copyright (c) 2026 Abdulrahman Abdulsalam Al-Daghman https://creativecommons.org/licenses/by-sa/4.0/
Active Learning Strategies In Arabic Language Teaching Between Theory And Practice In Public Education Institutions In The United Arab Emirates/ التعلّم النشط في تعليم اللغة العربية بين النظرية والتطبيق في مؤسسات التعليم العام في الإمارات العربية المتحدة
Public education institutions in the United Arab Emirates are characterized by their continuous commitment to improving the quality of education and advancing the educational process in alignment with the demands of the modern era. In this context, the importance of conducting an analytical and descriptive study on the application of active learning in these institutions becomes evident. This research aims to understand the effectiveness of these strategies in achieving educational goals, developing students' skills, and engaging them in the learning process. This study aims to explore and analyze the implementation of active learning strategies in teaching Arabic language in public schools in the United Arab Emirates (UAE). It adopts a descriptive methodology, and the key findings highlight the ongoing dissemination of active learning culture, the evaluation of these strategies by the Ministry of Education, and the encouragement of teachers to integrate active learning strategies into their teaching practices.
Copyright (c) 2025 Yuslina Mohamed, Ahmad Abdurrahman Al Kasem, Nada Ibrahim Alribdi https://creativecommons.org/licenses/by-sa/4.0/
A Linguistic Atlas Of The Arabic Dialects Appear In The Qur’anic Readings/ أطلس لغوي للهجات العربية التي وردت في القراءات القرآنية
This research deals with the topic of "A linguistic atlas of the Arabic dialects mentioned in the Qur'anic readings", which is an applied and descriptive topic. It is based on what was described in the Arabic languages in which the Qur’anic readings came, in their famous phonetic variations. This research investigates the aspects of phonetic linguistic differences in the languages of the Arab tribes in which the Qur’anic readings came, and the work of a linguistic atlas that shows the distribution of these languages on the map of the Arabian Peninsula, which helps to identify the famous Arabic languages in which the Qur’anic readings came, and the differences between them. the distinctive dialectical phenomena of each of them, and the proof that the Qur’anic readings are in the Arabic language. The study was divided into two sections: the first, examining the phonetic dialectal differences that appeared in the Quranic readings, and the second, analyzing the Atlantic representation of these phonetic dialectal differences. Among the most critical results contained therein: showing the importance of the work of the reading linguistic atlas, By helping the student to distinguish Standard Arabic from other Arabic dialects with different dialectical phenomena, and proving that the Arabic dialects are aspects of the Qur’anic readings. This study recommends presenting linguistic atlases that highlight the distribution of Arabic dialects derived from Qur’anic readings, with an emphasis on their differences in phonetic, formal, and structural aspects.
Copyright (c) 2026 Shaima Mohamed Tawfeeg Mulla Hussain https://creativecommons.org/licenses/by-sa/4.0/
The Stylistic Effects Of The Prophetic Discourse Of Tolerance In Contemporary Reality/ تأثيرات البناء الاسلوبي لخطاب التسامح النبوي في الواقع المعاصر
This study reveals creative stylistic features and aesthetic characteristics. The importance of this subject lies in studying the influence of the stylistic structure of the discourse of tolerance in contemporary reality and clarifying the role of stylistic analysis in serving the Prophetic Hadith as a scientific and methodological tool that helps understand ideas and meanings, as well as a means of communication aimed at persuading and influencing recipients and building a culture of tolerance and peaceful coexistence with others. The purpose of this study is to describe how the values ​​of tolerance contribute to promoting the concept of peaceful coexistence with others. To what extent do linguistic and stylistic analysis tools contribute to understanding and clarifying meaning for recipients? This study employs an inductive approach to trace the pattern of tolerance in the text of the Prophetic Hadith, examining its stylistic structure and linguistic tools. The aim is to demonstrate the influence of the stylistic structure on the values of tolerance in an aesthetic style that reflects its intellectual and moral impact on the audience. This study is distinguished by the integration of stylistic analysis of the concept of tolerance, on the one hand, and the Prophetic Hadith, on the other, making it a practical model for interdisciplinary studies that combine Islamic sciences and Arabic. This study demonstrates that the Prophet's discourse extends beyond its religious and moral dimensions, also encompassing educational and social aspects that contribute to self-improvement and foster relationships between people.
Copyright (c) 2026 Taghreed Adnan Mahmoud https://creativecommons.org/licenses/by-sa/4.0/