Dynamics of Arabic Language Learning in the Digital Era
DOI:
https://doi.org/10.55849/attasyrih.v11i2.356Keywords:
Arabic Language Learning, Digital Era, Educational DynamicsAbstract
The development of digital technology has brought significant changes to the world of education, including Arabic language learning. While the learning process previously focused on lectures, textbooks, and face-to-face interactions, now various online media, learning applications, and interactive platforms allow students to access materials flexibly. This dynamic is driving innovation in teaching strategies and transforming the way students understand material. On the other hand, challenges arise, such as limited digital literacy, infrastructure availability, and disparities in technology access in some regions. These conditions raise questions about the true dynamics of Arabic language learning in this rapidly evolving digital era. This study aims to describe and analyze the dynamics of Arabic language learning in the digital era by identifying trends, opportunities, and obstacles reflected in various recent literature studies. The method used was a qualitative literature review approach, collecting and reviewing relevant articles, journals, and research reports from the past five years. The data was analyzed by highlighting patterns, themes, and recommendations emerging from these sources. The study results showed that the use of digital technology increases interactivity, access to materials, and student motivation to learn. However, obstacles were also identified, including a lack of teacher training and limited facilities. The dynamics of Arabic language learning in the digital era show great potential for innovation, but require digital literacy support, training, and equitable access to maximize its benefits.
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