INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8263
www.rsisinternational.org
The Effect of Blended Approach on Arabic Language Learning
1
Wadiah A. Jaafar-Ali,
2
Mayrada J. Abdulla,
1
Shiernalyn S. Abraham,
1
Al-shada B. Untong, Nasarolla
E. Hassan
2
, Mohammad Rajih P. Bih
1
1
Mindanao State University – Tawi-Tawi College of Technology and Oceanography Graduate
Education Department, College of Islamic and Arabic Studies
2
UMMAT National High School
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0620
Received: 12 October 2025; Accepted: 18 October 2025; Published: 10 November 2025
ABSTRACT
This study explores how blended learning affects Arabic language learners at the college of Islamic and Arabic
studies, MSU-TCTO. It seeks to answer these questions: what is the student’s demographic profile such as year
lever, age, gender, and civil status? What challenge do they face in using blended learning? How do these
challenges affect their engagement and progress? What benefits does technology bring to their Arabic learning?
Using a descriptive survey method, data was gathered from mostly second-year, young, single female students.
Challenges like poor internet, technical problems, information overload, and motivation issues were common.
Despite these, students actively used digital tools and found technology helpful for studying. Findings showed
that blended learning improved access to materials, increase confidence, allowed learning at their own pace, and
enhanced interaction with their and peers. Overall, blended learning a positive impact on their Arabic studies.
The study recommends improving internet access, providing technical support, training teachers, developing
more digital content, and encouraging Arabic-speaking activities to strengthen blended learning for students.
Keyword: Blended Learning, Arabic Language Acquisition, Student Challenges, Educational Technology,
Student Engagement
INTRODUCTION
The integration of technology with traditional teaching presents a promising path for Arabic language education,
which is essential for accessing Islamic knowledge. Blended learning, which combines face – to – face and
digital instruction, can address evolving learner needs and enhance engagement. However, its effectiveness
remains under – researched specific contexts like the College of Islamic and Arabic Studies (CIAS) in, Bongao,
Tawi – Tawi.
This study grounded in the Qur’anic principle of utilizing diverse resources for knowledge (Surah Ar-Rum
30:22). In the study of Akram et al., ((2022), as cited by Jamil & Abdullayev, 2024) argues that blending
technology with conventional methods can significantly improve Arabic instruction. While research, such that
by Manan & Hanafi (2020), shows blended learning aids language acquisition, few studies focus on its
application within the unique cultural and pedagogical environment of Islamic higher education.
Therefore, this research investigates how blended learning influences Arabic proficiency and student
engagement at CIAS. The findings aim to modernize instruction in a way that respects Islamic educational
values, making Arabic more accessible in line with the divine wisdom that facilitates learning (Surah Al-Qmar
54:17).
Objectives of the Study
This study aims to examine the challenges students face in implementing blended learning in Arabic language
education and explore potential solutions for improving its effectiveness. Specifically, it seeks to:
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8264
www.rsisinternational.org
1. Profile the student respondents based on key demographic characteristics.
2. Identify the primary challenges students face in a blended learning environment.
3. Analyse the impact of these challenges on student engagement and academic performance.
4. Examine the technological, instructional, and psychological factors contributing to these difficulties.
Research Questions
This study aims to investigate the challenges and impacts of blended learning on Arabic language students at the
College of Islamic and Arabic Studies (CIAS), MSU-TCTO. This research study addressed the following
questions:
1. What is the demographic profile of the respondents according to their year level, age, civil status, and
gender?
2. What challenges do students face when implementing blended learning methods in the teaching Arabic
program?
3. How often do students use technology in blended learning?
4. What are the technological instruction, and psychological factors that contribute to these challenges?
LITERATURE REVIEW
The Grammar – Translation Method (GTM) remains a traditional cornerstone of Arabic language education,
where students acquire grammar and vocabulary through translation exercise (Afriati, et al., 2025)). While
effective for building grammatical proficiency, this method is widely criticized for neglecting the communicative
skills necessary for practical use and cultural interaction (Qasserras, 2023; Irfan, 2022). In the study of Cheng
(2022) showed that emotional skills like resilience and intelligence significantly impact translation quality;
learners’ skills in reading comprehension improved with the aid of translation in instructional strategy (Alaboud,
2022).
In response to these limitations, recent studies have explored more innovative, student – centered approaches. In
the study of Jamil, & Abdullayev (2024) highlight the effectiveness of integrating technology in Arabic language
instruction; improve learner’s motivation and communicative performance (Saad, Baharudin, & Nik Yusoff,
2025), and blended learning models (Alenezi, 2021). These methods, including flipped classrooms, aim to
promote authentic language use, cultural understanding, and learner independence by making class time more
interactive and collaborative. This shift reflects an evolved perspective on the roles of educators and students,
encouraging the use of real – world applications to connect learning with the learners’ environment (Khair, 2025;
Alhitani, 2019).
The preference for these more dynamic methods is echoed by both teachers and learners, with studies finding a
significant lean towards interactive strategies that enhance motivation, self – confidence, and overall language
achievement (Jamil & Abdullayev (2024); Saad, Baharudin, & Nik yusoff, 2025). Despite these advancements,
a blend of traditional and modern methods is still commonly observed in many institutions (Aqeela, Munas, &
Athena, 2023). Consequently, Alshayban (2025) stress the necessity for further research, particularly on adapting
Arabic pedagogy for non – Arabic speaking environments while carefully considering learners’ diverse cultural,
linguistic, and educational backgrounds.
THEORETICAL FRAMEWORK
This study is grounded in educational theories that directly inform its objectives to investigate the challenges
and impacts of blended learning on Arabic language students at CIAS, MSU – TCTO.
Vygotsky’s Sociocultural Theory (1978) underscores the importance of social, cultural, and technological
context. This lens is significance for identifying challenges, as a student’s ability to operate within the “Zone of
Proximal Development” (ZPD) can be hindered by lack of effective technological scaffolding or collaborative
opportunities in the blended environment (Potot, et al., 2023).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8265
www.rsisinternational.org
Piaget’s Constructivist Theory assumes learners build knowledge through experience. When technological,
instructional, or psychological challenges disrupt this active process of exploration and problem – solving, they
directly impact a student’s ability to construct meaning, thereby hindering engagement and academic
performance (Chand, 2023).
Together, these theories provide a framework for analyzing the key factors behind these difficulties. Vygotsky’s
focus on guided support helps examine technological and instructional factors, while Piaget’s focus on individual
cognitive development helps investigate psychological factors like motivation and self – confidence, which are
supported by the learner – centered strategies highlighted by Haq, et al. (2024).
This framework premise that the effectiveness of blended learning is a function of how well its design provides
scaffolded support (Vygotsky) and facilitates active knowledge (Piaget), directly shaping the challenges and
outcomes this study aims to explore.
Together, these theories support using blended learning to enhance learning through scaffolded support,
engagement, and collaboration.
METHODOLOGY
This study employed a descriptive – quantitative design to investigate the effects of a blended learning approach
on Arabic language learning outcomes for students in the college of Islamic and Arabic Studies (CIAS) at MSU-
TCTO. The research population consisted of Bachelor of Science in Teaching Arabic (BSTA) students enrolled
in the 2024 – 2025 academic year, with participants selected through stratified random sampling to ensure
representativeness.
Data had been collected using a 5 point Likert scale structured questionnaire, validated by experts in Arabic
language education and tested for reliability using Cronbach’s Alpha. The analysis revealed that the overall
Cronbach's Alpha for the survey was 0.98, indicating excellent internal consistency. This suggests that the 20
items work well together to measure impact of blended approach on Arabic language learning.
The instrument was structured in four parts: demographic profile; frequency of technology use perceived benefits;
and challenges, including technological, instructional, and psychological factors. The data gathering procedure
began with securing official permission from the CIAS dean, followed by obtaining participant consent.
Anonymity and confidentiality had been strictly maintained throughout the process.
The data had been analyzed using SPSS, descriptive statistics had been utilized using frequency counts and
percentage in the demographic profile, while weighted mean for assessing the students’ perceptions of the
benefits, challenges, and frequency of technology use. Furthermore, inferential statistics using t – test analysis
employed to identify significant differences in perceptions and to helped determine the effect of the blended
approach on the learning experience.
RESULTS AND DISCUSSION
Demographic Profile of Respondents
Table 1 Frequency Distribution of the Demographic Profile of the CIAS
Demographic Profile
Category
Frequency
Percentage
Year Level
1st Year
0
0.00%
2nd Year
34
38.64%
3rd Year
26
29.55%
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8266
www.rsisinternational.org
The study surveyed 88 students from the College of Islamic and Arabic Studies (CIAS). As shown in table 2,
data analysis revealed that the sample was predominantly composed of second year students (38.64%), with
majority aged 21 – 22 years (47.72% combined). Most respondents were single (92.05% and female (55.68%,
indicating a young, digitally – likely cohort well – suited for a technology – integrated learning approach. The
CIAS students predominantly single, and female students that indicates as a cohort of young who had been
characterized as “digital natives” and generally predisposed to technology adoption in education (Lei, 2009).
Challenges, Use, and Benefits of Blended Learning
Table 2 Level of Challenges of Using Technology in Blended Learning
Item No.
Statements
Weighted Mean
Interpretation
15
I face technical issues while using digital tools for
Arabic learning.
3.95
Agree
16
Internet connectivity is a barrier to my Arabic
language learning.
3.82
Agree
17
I feel overwhelmed by the number of digital
resources available for Arabic learning.
4.12
Agree
4th Year
28
31.82%
Total
88
100.00%
Age
20 Years Old
14
15.91%
21 Years Old
21
23.86%
22 Years Old
21
23.86%
23 Years Old
15
17.05%
24 Years Old
11
12.50%
25 Years Old
4
4.55%
27 Years Old
2
2.27%
Total
88
100.00%
Civil Status
Single
81
92.05%
Married
7
7.95%
Total
88
100.00%
Gender
Male
39
44.32%
Female
49
55.68%
Total
88
100.00%
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8267
www.rsisinternational.org
18
I find it challenging to stay motivated when
learning Arabic through technology.
3.99
Agree
19
There is sufficient technical support available
when I encounter issues with digital tools.
4.14
Agree
20
The quality of digital content for Arabic language
learning is sufficient.
4.35
Strongly Agree
Overall Mean
4.06
Agree
Despite overall findings as shown in Table 3 on the value of blended learning experience. (Overall Mean = 4.06,
“Agree”), students identified significant challenges. The primary challenges were not the quality of digital
content, which was rated highly (M = 4.35, “Strongly agree”), but rather structural and psychological barriers.
Students agreed that technical issues (M = 3.95), unstable internet connectivity (M = 3.82), and feeling
overwhelmed by the volume digital resources (M = 4.12) were the key difficulties. A notable challenge was
maintaining motivation in a technology – mediated environment (M = 3.99). These findings align with studies
by Alammary (2019) and Rasheed et al. (2019), confirming that infrastructural and motivational support is
important for blended learning success, even when quality content is available.
Frequency of Technology Use
Table 3 Level of Challenges of Using Technology in Blended Learning
In Table 4, students reported consistently high engagement with technology (Overall Mean = 4.29, “Always”).
They “Always” used digital tools, mobile apps and helpful digital content (M = 4.23 and M = 4.53, respectively).
Participation in online courses and virtual classrooms was slightly less frequent but still “Often” (M = 4.15 and
M = 4.00, respectively). This indicates that despite the encountered challenges, technology is deeply integrated
Item No.
Questions
Weighted
Mean
Interpretation
1
Do you use digital tools (platforms, apps, videos) for Arabic
language learning?
4.36
Always
2
How frequently do you rely on technology for Arabic
Language Learning?
4.23
Always
3
Do you engage with digital content that is helpful for your
learning?
4.53
Always
4
Do you use mobile apps for Arabic language practice?
4.41
Always
5
Do you access online Arabic language courses or tutorials?
4.15
Often
6
Are you involved in virtual Arabic Language classrooms or
webinars?
4.00
Often
7
Does technology play an important role in your daily Arabic
language learning routine?
4.35
Always
Overall Mean
4.29
Always
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8268
www.rsisinternational.org
into their learning routines, supporting the concept that blended learning fosters continuous engagement (Haq,
et al. 2025; Jamil & Abdullayev, 2024).
Benefits and Psychological Impact
Table 4 Benefits of Technology in Blended Learning
Item No.
Statements
Weighted Mean
Interpretation
8
Technology gas made my Arabic language learning
more engaging.
4.40
Strongly Agree
9
Technology has improved my access to Arabic
learning materials.
4.48
Strongly Agree
10
I feel more confident in my Arabic language skills due
to the use of technology.
4.38
Strongly Agree
11
Technology has enhanced my interaction with Arabic
language instructors and peers.
4.40
Strongly Agree
12
Technology allows me to learn Arabic at my own pace.
4.55
Strongly Agree
13
Technology provides me with more opportunities to
practice Arabic language skills.
4.60
Strongly Agree
14
Using technology helps me track my progress in
learning Arabic.
4.57
Strongly Agree
Overall Mean
4.48
Strongly Agree
Table 5 presents the perceived benefits of technology were overwhelmingly positive (Overall Mean = 4.48,
“Strongly Agree”). Students strongly agreed that technology provided more practice opportunities (M = 4.60),
allowed self – paced learning (M = 4.55), and helped track their progress (M = 4.57). crucially, technology
boosted their confidence (M = 4.38) and made learning more engaging (M = 4.40). This interpretation aligns
with Bandura's (1997) theory of self-efficacy, which posits that individuals are more likely to succeed in tasks
when they believe in their abilities. In a similar study, Ahmed (2025) emphasized that blended learning enhances
student autonomy and control, which are important psychological factors in academic success. Furthermore, Al-
Fadhli (2008) found that learners in blended learning environments felt more engaged and confident due to the
interactive and self-paced nature of digital learning platforms.
CONCLUSIONS
This study showed that blended learning has a largely positive impact on Arabic language learners at the College
of Islamic and Arabic Studies (CIAS). While students aced significant challenges including unstable internet
connectivity, technical issues, and occasional difficulties with motivation. that they actively and consistently use
digital tools in their studies.
A significant benefit was the increased autonomy blended learning provides. Students highly value the ability to
learn at their own pace, review materials as needed. This flexibility contributes to greater learner confidence,
engagement, and sense of control over their educational journey.
To maximize this potential, institutional support is important. Enhancements in internet infrastructure, readily
available technical support, and targeted digital literacy training are essential next steps.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8269
www.rsisinternational.org
In summary, when supported effectively, blended learning proves to be a powerful and adaptable model that can
enrich Arabic language acquisition and create a more responsive, student – centered learning environment.
RECOMMENDATIONS
Based on the study’s findings, the following actions are recommended:
1. The institution should invest in stable internet connectivity and explore programs to improve student access
to reliable digital devices.
2. Implement ongoing training for instructors on effectively integrating digital tools and pedagogical strategies
for blended Arabic language instruction.
3. Systematically enhance the Arabic curriculum to include high – quality, interactive digital content such as
multimedia exercises, videos lessons, and online self – assessment tools.
4. Create formal and informal opportunities for language practice, such as Arabic conversation clubs or virtual
language exchange platforms, to strengthen speaking and listening skills.
5. Established a dedicated support system offering both technical help and academic tutoring to assist students
in the blended learning environment.
6. Promote further research to explore the long – term impacts of blended learning and its application in other
academic departments.
Orcid
Nasarolla E. Hassan https://orcid.org/0009-0008-9280-7097
Mayrada J. Abdulla https://orcid.org/0009-0001-7291-3701
REFERENCES
1. Afriati, I., Ratmansyah, Z., Fadhil, A., & Lesmana, Y. I. (2025). Grammar and translation methods in
Arabic language learning: Theory and practice. MADINA: Journal of Islamic Studies, 2(1). E-ISSN:
3063-6612. https://doi.org/10.62945/madina.v2i1.741
2. Ahmed, K. (2025). Bleneded learning: A comprehensive review of recent insights and challenges.
Journal of Research in Education and Pedagogy, 2(3), 334-345. https://doi.org/10.70232/jrep.v2i3.64
3. Alaboud, A. (2022). The positive effect of translation improving reading comprehension among
female Araic learners of English as foreign language. Arab World English Journal, 13(2), 424-436.
https://dx.doi.org/10.24093/awej/vol13no2.29
4. Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic
review. PLoS ONE, 14(11), e0221765. https://doi.org/10.1371/journal.pone.0221765
5. Alenezi, A. A. (2021) The status of using blended learning in teaching Arabic language for
intermediate students from teachers’ perspective at state of Kuwait. Journal of University studies for
Inclusive Research, 3(10), 1779 – 1805.
https://usrij.com/The_Status_of_Using_Blended_Learning_in_..._Teaching_Arabic.pdf.1
6. Alhitarni, N. A. K. (2019). The use of modern teaching methods in teaching Arabic language at higher
education phase from the point view of Arabic language professors – A case of a premier university.
International Education Studies, 13(1), 32-32. https://doi.org/10.5539/ies.v13n1p32
7. Alshayban A. (2025). A comparative study of non – English major Saudi students’ perceptions toward
using Arabic in teaching English as a foreign language. Forum for Linguistic Studies, 7(8).
https://doi.org/1o.30564/fs.v7i8.9675
8. Aqeela, M.M.F., Munas, M.H.A. & Risvi, A. (2025). Traditional and modern teaching methods in
teaching Arabic as a second language: A comparative study. Sprin Journal of Arabic-English studies,
2(03), 48-53. https://doi.org/10.55559/sjaes.v2i03.52
9. Chand, S.P. (2023). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and
Bruner. International Journal of Science and Research, 12(7).
https://doi.org/10.21275/SR23630021800
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8270
www.rsisinternational.org
10. Cheng, S. (2022). Exploring the role of translators’ emotion regulation and critical thinking ability in
translation performance. Front. Psychol. 13, 1037829. https://doi.org/10.3389/fpsyg.2022.1037829
11. Haq, A. Z., Akmansyah, M., Alkhodri, E. A., & Koderi. K. (2024). Technology integration in Arabic
language learning: A literature review on the effectiveness of e-learning and mobile applications.
Journal of Research in Instructional, 4(2). https://doi.org/10.30862/jri.v4i2.473
12. Irfan, N. (2022). Literature study of communicative approaches in Arabic learning. Jurnal Al –
Lyghah, 11(1), 16. https://doi.org/10.29300/lughah.v11i.6448
13. Jamil, M.A. & Adullayev, D. (2024). Integration of technology in Arabic language pedagogy
Challenges and opportunities for modern curriculum development. Lughawiyah Journal of Arabic
Education and Linguistics, 6(2), 120 -131. https://dx.doi.org/10.31958/lughawiyah.v6i2.13468.
14. Khair, M. S. (20250. Student – centered learning and collaborative learning in Arabic language
education. An nazhair Journal of Arabic Education, 2(1), 45 – 54.
https://doi.org/10.20414/nazhair.v2i1.63
15. Lei, J. (2009). Digital natives as preservice teachers: what technology preparation is needed? Journal
of Computing in Teacher Education, 25(3).
https://files.eric.ed.gov/Digital_Natives_As_Preservice_Teachers-ERIC.pdf
16. Manan, N. Z.A., & Hanafi, H. F. (2020). Blended learning in Islamic studies. International Journal of
Academic Research in Progress Education and Development, 9(2), 299 – 308.
http://dx.doi.org/10.6007/IJARPE/v9-i2/7303
17. Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the
Horizon, 19(3), 207–216. https://doi.org/10.1108/10748121111163913
18. Potot, A., Kyamko, L.N., Reponte-Sereño, R.R, & Bustrillo, H. (2023). Differentiated instruction as
strategy in improving reading comprehension. Journal of English Language Teaching and Applied
Linguistics, 5, 113-128. https://doi.org/10.32996/jeltal.2023.5.4.12
19. Qasserras, l. (2023). Sytematic review of communicative language teaching (CLT) in langiage
education: A balanced perspective. European journal of Education and Pedagogy, 4(6). ISSN: 2736-
4534. https://doi.org?10.24018/ejedu.2023.46.763
20. Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2019). Challenges in the online component of blended
learning: A systematic review. Computers & Education, 144, 103701.
https://doi.org/10.1016/j.compedu.2019.103701
21. Saad, R., Baharudin, H., & Nik Yusoff, N. M. R. (2025). The use of digital teaching tools to support
Arabic speaking skills in secondary school: A systematic literature review. Educational Process:
International Journal, 17, e2025404. https://doi.org/10.22521/edu.pij.2025.17.404
