The rapid expansion of e-learning has transformed foreign language instruction, yet empirical research on online

Arabic language pedagogy remains limited compared to studies on commonly taught European languages.

Arabic poses distinct instructional challenges in digital environments due to diglossia, complex morphology,

phonological difficulty, and non-Latin script directionality. Addressing this gap, the present mixed-methods

study investigates effective online teaching practices, digital tools, and assessment strategies for Arabic language

instruction. Data were collected from 127 students enrolled in fully online Arabic degree programs across four

within established CALL frameworks, this study contributes empirically grounded best-practice guidelines for

designing and implementing effective online Arabic language curricula.

Community of Inquiry

While online language learning has been widely studied in CALL research, Arabic remains underrepresented

despite its growing global importance and pedagogical complexity. Existing CALL studies predominantly focus

on European and East Asian languages, where alphabetic transparency and limited diglossia reduce instructional

challenges (Hampel & Stickler, 2012; Warschauer, 2011). Arabic, by contrast, presents a convergence of

linguistic and sociolinguistic challenges—diglossia, root-and-pattern morphology, marked phonology, and script

use, and assessment practices interact to support online Arabic learning from the learner perspective.

Despite the increasing adoption of online Arabic programs, instructors lack empirically validated guidance on

how to design instruction that effectively supports communicative competence, engagement, and accurate

assessment. The complexity of Arabic intensifies challenges related to interaction, feedback, and skill integration

in virtual environments. Current practices often rely on generalized CALL principles without sufficient

consideration of Arabic-specific linguistic constraints or learner proficiency differences. Consequently, there is

a need for research that identifies evidence-based online teaching strategies tailored to Arabic and examines how

these strategies function across different learner levels.

4. How do perceptions of instructional effectiveness differ across beginner, intermediate, and advanced

proficiency levels?

1. To identify online teaching practices that learners perceive as most effective in developing Arabic

language proficiency.

2. To examine the influence of digital tools on learner engagement and perceived skill development in

online Arabic language courses.

3. To determine which online assessment approaches are perceived by learners as most appropriate for

measuring Arabic language proficiency.

4. To compare learners’ perceptions of instructional effectiveness across beginner, intermediate, and

application to Arabic instruction remains limited and under-theorized.

Similarly, Arabic pedagogy research supports CLT and proficiency-oriented curricula (Al-Batal, 2006; Younes,

2015), yet empirical studies examining how these principles translate into fully online environments are scarce.

Technology-enhanced instruction shows promise for vocabulary learning, pronunciation, and script acquisition

(Dakhiel, 2017; Stockwell, 2016), but findings are often mixed and rarely analyzed by proficiency level. This

study extends existing research by integrating CALL theory, Arabic-specific pedagogy, and learner data within

a unified analytical framework.

The first CALL scholarship ascertained that learning a second language online could as well surpass or equal

traditional instruction in case interaction and task-based learning takes precedence (Chapelle, 2009). Blake

feedback), social presence (peer interaction), and cognitive presence (reflective problem solving) (Garrison et

al., 2000). The factual evidence on the model demonstrates that the development of language proficiency is

promoted by balanced CoI components (Kern et al., 2016). Another study affirmed that the integration of digital

resources and online learning platforms offers substantial benefits for mastering the Arabic language, specifically

by making learning more accessible, aiding in skill development, boosting learner engagement, and facilitating

productive communication. Nevertheless, the success of these technologies’ hinges on careful instructional

planning and their continuous adaptation to the unique linguistic intricacies of Arabic (Nasirudeen and Chtaibi,

2022).

be adopted in accordance with the ACTFL requirements instead of textbook reading. Furthermore, applied

grammar instruction enhances both the accuracy and communicative ability of non -native Arabic learners.

By moving beyond rote memorization to contextualized, interactive practice, teachers can significantly

improve learners’ competence and confidence in using Arabic grammar in meaningful communication

(Nasirudeen (2022). In a study conducted by Nasirudeen and Chtaibi (2024) the assumption that applied Arabic

syntax instruction is great importance which contributes to improving reading skills for non-native. The effective

teaching methodologies alleviate syntactic challenges, by which learners obtain a sense of linguistic awareness

and much-improved comprehension of the target language. Further research will investigate new ways of

The LMS systems and mobile applications allow customization of the vocabulary building and script learning

through the use of the spaced repetition and handwriting simulation algorithms (Godwin-Jones, 2018; Dakhiel,

2017). Stockwell (2016) illustrates the pronunciation improvement when students train on the speech recognition

software.

Online social learning contributes to the development of intercultural competence, which entails cultural literacy

and persistence of the learner (Kern et al., 2016). Kukulska-Hulme (2020) recommends mobile pedagogy based

on self-regulated study outside the classroom.

Technological digital assessment instruments, such as automated quizzes, audio feedback, and e-portfolios,

allow to track performances and reflect the learners frequently (Davies, 2017). Portfolio assessment shows to be

better than traditional exams in measuring communicative competence (Brown and Abeywickrama, 2019).

reflective practice (Vygotsky, 1978).

A sequential explanatory mixed-methods design was employed. Quantitative survey data were collected first to

identify patterns in learner perceptions, followed by qualitative analysis of open-ended responses to

contextualize and explain these patterns.

A total of 127 students enrolled in fully online Arabic courses participated.

• Beginner: 45%

• Synchronous interaction

• Instructor presence

• Multimedia support

• Technology usability

• Assessment relevance

Reliability was high (Cronbach’s α = .87). Open-ended questions elicited reflections on learning challenges,

instructional effectiveness, and improvement suggestions.

• Descriptive statistics and Pearson correlations

• One-way comparisons across proficiency levels

instructional priorities with proficiency development.

Effective online Arabic language instruction is achievable when communicative interaction, instructor presence,