Teaching Arabic as a Third Language with Higher Education 5.0 Technologies

Within Malaysian higher education institutions, Arabic holds particular appeal as a tertiary language option, attracting students from the Malay-Muslim demographic. Their motivation stems largely from religious foundations, as familiarity with the Islamic Holy Book the Qur’an provides both linguistic exposure and spiritual connection. Many students view Arabic proficiency as a pathway to deeper Islamic understanding and enhanced religious devotion. However, pedagogical approaches in Arabic instruction appear markedly conservative when compared with English and other foreign language courses, continuing to emphasise conventional teacher-centred methodologies supplemented by rote vocabulary acquisition and memorisation techniques. This pedagogical conservatism raises significant concerns given the characteristics of contemporary learners: Generation Z (born 1995-2015) and the emerging Generation Alpha (born 2011-2025) have developed as digital natives, demonstrating both comfort with and preference for technology-enhanced learning environments. Through analysis of data gathered via an extensive online survey encompassing 250 respondents, this investigation examines these pedagogical considerations. The instrument incorporated both closed Likert-scale statements and open-ended questions designed to capture participants’ perspectives and expectations regarding Arabic language instruction within the Higher Education 5.0 paradigm, specifically examining their receptiveness to innovative educational technology and digital applications.

language instruction, third language, educational

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