twisters, and webinars. Each activity is systematically outlined in terms of objectives, workflow, and learning

outcomes, while the integration of infographic visuals, icons, and flowcharts enhances user-friendliness and

accessibility. Findings indicate that the E-Manual improves the effectiveness of teaching Arabic as a third

language, strengthens student motivation, and reduces the administrative workload of lecturers. Overall, this

innovation contributes to the advancement of Arabic language education in a more creative and systematic

manner, aligned with the aspirations of digital education. It also holds significant potential to serve as a

reference model for other language programs in higher education institutions.

Arabic, as the third language at UiTM, needs to be strengthened through various creative approaches.

and invited speakers. The activities included lectures, Arabic calligraphy, Arabic and Jawi spelling, cooking,

explorace, and creative video showcases, in addition to talks on technology in Arabic language learning and

mental health. Previous literature (Fauzi Azmi et al., 2020; Abdul Basir Awang & Idris Mansor, 2018) also

highlights that a diversity of co-academic and authentic activities can enhance students’ motivation,

comprehension, and language skills. For instance, role-play activities have been found effective in

strengthening speaking confidence, while digital vocabulary applications such as Mufradati support interactive

vocabulary acquisition.

The organization of Arabic Language Week activities at UiTM Negeri Sembilan has previously been less

structured and not supported by a systematic digital guide. This has led to difficulties in coordinating activities,

2. To develop an accessible and interactive digital E-Manual.

3. To enhance management efficiency, student participation, and learning outcomes of Language Week.

4. To integrate cultural, artistic, and technological elements into the teaching of Arabic.

The interactive digital product for Arabic Language Week consolidates nine core activities—lectures, cooking,

explorace, spelling, calligraphy, quizzes, video screenings, tongue twisters, and webinars. Each activity is

systematically designed with clear objectives, workflows, learning outcomes, rubrics, and feedback forms. The

manual also incorporates infographics, flowcharts, and QR codes for easy access.

The key features of this product include its role as a systematic and interactive guide, digital-friendly design

(icons, infographics, QR codes), holistic integration of educational, cultural, and artistic elements, and its

experiences, observations of outcomes, conceptual analysis, and proposed follow-up actions.

During Arabic Language Week 2025, various activities were conducted, and the high level of student

participation demonstrated genuine interest and direct engagement in enjoyable informal learning experiences.

Analysis of the final examination results revealed a 100% pass rate, with no recorded failures. The correlation

between activity participation and average grades is as follows:

 Student engagement in diverse language-based co-curricular activities contributes significantly to

 Activities such as webinars and calligraphy not only enhance content understanding but also boost

 Tongue twister and spelling activities have a more specific impact in strengthening fluency in speaking

Based on the findings and Kolb’s learning model, the following recommendations are proposed for future

implementation:

 Design more structured and diverse activities tailored to students’ proficiency levels.

Each activity, whether ongoing or newly introduced, should be evaluated in terms of its objectives, workflow,

and outcomes to ensure effective implementation. The following flowchart illustrates this process:

Table 1 Workflow of Arabic Language Activities

The study involved a total of 1,163 students, comprising 322 students (TAC401), 334 students (TAC451), and

recorded in the Arabic quiz (78%), followed by video screenings (72%), webinars (65%), and the Arabic

tongue twister (62%). Participation in spelling (60%) and calligraphy (55%) was moderate. Data further

revealed that students who actively participated in more than two activities tended to achieve higher average

grades compared to those with lower levels of involvement.

For TAC401, student performance was dominated by high grades (A+ and A). Active participation in webinars

and calligraphy was correlated with stronger academic achievement.

For TAC451, results showed greater grade variation; however, students who participated in tongue twisters and

quizzes were more likely to achieve grade A.

For TAC501, the majority attained grades A and A–. Engagement in spelling and tongue twisters had a positive

impact on fluency and spelling accuracy.

Webinars and calligraphy recorded the highest participation levels, directly contributing to academic

performance and student motivation.

Although participation in tongue twisters and spelling was lower, these activities made specific contributions

 Blue bars: Average grades for TAC401, TAC451, and TAC501 (A+ = 4.3, A = 4.0, A– = 3.7, C = 2.0).

 Green line: Number of participants in activities such as quizzes, spelling, calligraphy, webinars, tongue

This graph illustrates the correlation between student engagement in co-curricular activities and academic

performance. The findings reinforce the view that structured festivals or programs combining competitions,

lectures, and exhibitions not only stimulate student interest but also create opportunities for integrating culture,

technology, and creative pedagogy in Arabic language learning at higher education institutions.

The results demonstrate that activities designed with clear objectives, structured workflows, and measurable

study not only to evaluate the effectiveness of current programs but also to establish a foundation for designing

7. Salim, N. R., & Mansor, I. (2018). Training and teaching of Arabic translation course in IPG: Perspectives