QissahConnect: Semai Stories in Arabic – An Innovative Digital Storytelling Tool

QissahConnect is an innovative digital storytelling platform designed to enhance Arabic language acquisition through immersive engagement with Semai indigenous folktales. This study addresses two pressing challenges: the lack of culturally relevant, motivating materials for non-native Arabic learners and the underrepresentation of Malaysia’s Semai oral heritage in educational contexts. Employing a mixed-methods approach, learners interacted with QissahConnect over four weeks through narrated audiobooks, vocabulary-targeted tasks, and reflective assessments, accessible via mobile and online formats. Findings indicate a marked increase in vocabulary retention, from 45% pre-intervention to 82% post-intervention, alongside a significant rise in learner motivation and satisfaction. Thematic analysis further revealed enriched cultural awareness, empathy development, and deeper learner connection to indigenous narratives. These results support the pedagogical potential of integrating authentic cultural content with digital tools to foster inclusive, learner-centered experiences. Beyond language gains, QissahConnect serves as a model for culturally responsive education, bridging linguistic proficiency with heritage preservation. Aligned with global education priorities (SDGs 4, 10, and 11), the platform demonstrates strong commercialization prospects through mobile apps, institutional e-learning licenses, and subscription-based audiobook packages. By offering a sustainable, scalable solution, QissahConnect advances Arabic language education while empowering marginalized communities and promoting intercultural understanding through meaningful storytelling.

Digital storytelling, Arabic language acquisition, Semai oral heritage

1. Ali, M., & Mohamed, S. (2021). Digital storytelling (Ali & Mohamed, 2021; Yang & Wu, 2021) in language acquisition: A cross-cultural perspective. Journal of Language Education, 15(3), 245–260. [Google Scholar] [Crossref]

2. Ali, S., & Subri, S. (2020). The role of cultural integration in language learning. Journal of Linguistics and Culture, 12(2), 178–190. [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

4. Brown, J., & Smith, L. (2021). Interactive media in language learning. Educational Media Journal, 8(1), 22–35. [Google Scholar] [Crossref]

5. Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159 [Google Scholar] [Crossref]

6. Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Trentham Books. [Google Scholar] [Crossref]

7. Godwin-Jones, R. (2018). Digital literacies and language learning. Language Learning & Technology, 22(1), 2–17. [Google Scholar] [Crossref]

8. Hassan, A., & Youssef, R. (2019). The impact of digital storytelling on language learners: A case study of Arabic fluency. Language Education Review, 10(4), 200–214. [Google Scholar] [Crossref]

9. Jones, P., & Lee, K. (2018). Challenges in Arabic language learning for non-native speakers. International Journal of Language Teaching, 5(1), 98–110. [Google Scholar] [Crossref]

10. Lee, H. (2019). Improving language acquisition through digital media. Educational Research Quarterly, 14(2), 59–72. [Google Scholar] [Crossref]

11. Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111 [Google Scholar] [Crossref]

12. Smith, J. (2020). Digital storytelling (Ali & Mohamed, 2021; Yang & Wu, 2021) and its impact on language fluency. Journal of Educational Technology, 22(3), 55–69. [Google Scholar] [Crossref]

13. Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education. [Google Scholar] [Crossref]

14. Thorne, S. L., & Reinhardt, J. (2008). Bridging activities, new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi.org/10.1558/cj.v25i3.558-572 [Google Scholar] [Crossref]

15. Traxler, J. (2018). Mobile learning and language learning: New insights. International Journal of Mobile Learning and Organisation, 12(2), 93–109. https://doi.org/10.1504/IJMLO.2018.091483 [Google Scholar] [Crossref]

16. Warschauer, M. (2020). Learning in the digital age: Language, literacy, and technology. Cambridge University Press. [Google Scholar] [Crossref]

17. Yang, Y., & Wu, W. (2021). Cultural heritage and technology in education: Digital storytelling (Ali & Mohamed, 2021; Yang & Wu, 2021) for engagement. Computers & Education, 164, 104121. https://doi.org/10.1016/j.compedu.2020.104121 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests