Jul 2026· Kalamuna Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban· Vol 7, pp. 369-384· 0 citations· 27 references
TL;DR
The findings indicate that digital media used in Arabic listening instruction can be classified into four categories: audio-based media, audio visual media, Mobile-Assisted Language Learning (MALL), and Learning Management Systems (LMS).
Abstract
This study aims to map the use of digital media in enhancing Arabic listening skills and to identify research limitations in related studies published over the last five years (2022–2026). The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines to ensure a systematic and transparent process of literature selection and synthesis. Data were collected from three databases, namely Garuda, DOAJ, and ERIC. A total of 150 articles were initially identified, of which 13 met the inclusion criteria. The findings indicate that digital media used in Arabic listening instruction can be classified into four categories: audio-based media, audio visual media, Mobile-Assisted Language Learning (MALL), and Learning Management Systems (LMS). The review further reveals that audio visual media and MALL based applications demonstrate more consistent effectiveness in improving listening skills due to their integration of multimodal elements, interactivity, and structured feedback. However, the reviewed studies still exhibit several methodological limitations, including small sample sizes, short intervention periods, and research designs that lack sufficient rigor. Therefore, future studies should develop experimental designs, conduct longitudinal investigations, and perform comparative analyzes across different media types to strengthen the empirical evidence supporting technology enhanced Arabic listening pedagogy.
The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence, however, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect.
Muhammad Ariff Shamsudin, Harun Baharudin· International journal of res...· 0 citations
Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.
Fajar Nurjaman, Bagaskara Nur Rochmansyah· Journal of social research· 0 citations
This study examines the role of listening to short Arabic audio clips as a primary input in developing Arabic speaking skills and fostering a linguistic environment at Ma'had Al-Tibyan. The study aims to analyze how listening activities are implemented and how they contribute to students' speaking development within an immersive language environment. A qualitative case study design was employed, involving students, teachers, and supervisors selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis. The findings reveal that systematic and repeated exposure to short, authentic Arabic audio materials significantly enhances students’ pronunciation, vocabulary acquisition, and ability to imitate and produce spoken Arabic. This effectiveness is attributed not only to the availability of comprehensible input but also to its integration with social interaction and contextual language use within the dormitory environment. The study concludes that listening becomes more effective when transformed from a passive activity into an interactive learning process that supports meaningful communication. The findings reinforce the complementary roles of input, interaction, and output in second language acquisition and provide practical insights for strengthening Arabic language teaching programs in immersive educational settings.
Mhd Firdaus Lubis, Mohammed Abdulaziz Mohammed Ahmedeltigani· Kalamuna Jurnal Pendidikan B...· 0 citations
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
M. Hasyim, Isna Seftiana Arni, A. Suhaedi et al.· Journal Of Education, Teachi...· 0 citations
A review of journal articles published between 2020 and 2024 that discuss the design, effectiveness, perception, and lexicographical quality of Arabic digital dictionaries identifies research gaps regarding the integration of artificial intelligence and deeper linguistic features into Arabic digital dictionaries.
Nadela Yusrizal, Asep Sopian, Mia Nurmala· 0 citations
Low mathematical literacy among Indonesian students and the diverse use of instructional media in elementary schools indicate the need for a comprehensive synthesis of research related to the effectiveness of instructional media. However, previous studies have focused mainly on specific cases and certain types of media, resulting in a limited understanding of the most effective media in supporting mathematical literacy. Therefore, this study aims to identify, analyze, and synthesize empirical evidence regarding the effectiveness of instructional media in improving mathematical literacy among elementary school students in Indonesia. This study employed a Systematic Literature Review (SLR) approach based on the PRISMA 2020 protocol, which includes four stages: identification, screening, eligibility, and inclusion. Data were collected through Google Scholar because this database provides broad coverage of national scientific publications and facilitates the retrieval of studies related to elementary education in Indonesia. The search was conducted using predetermined keywords, and the inclusion criteria covered articles published between 2015–2025 in Sinta 1–3 indexed journals, written by Indonesian authors, focused on elementary education, and discussing instructional media in the context of mathematical literacy. A total of seven Indonesian-language articles published between 2018–2025, predominantly using Research and Development (R&D) and quasi-experimental methods, met the inclusion criteria and were systematically analyzed. The findings indicate that various types of instructional media, including computer-based, audio-visual, graphic, printed, manipulative, and digital game-based media, positively affect students’ mathematical literacy. Synthesized findings show that visual, interactive, and contextual media tend to be more effective in improving reasoning, problem-solving, and the application of mathematical concepts. Among these, audio-visual media, particularly HOTS-based and STEAM-integrated videos, demonstrated the most prominent impact by connecting abstract concepts with real-life situations. In addition, culturally based media and digital games enhanced student engagement and supported meaningful learning experiences
Mumun Muntasiroh, Riandi Marisa2, Indra Jaya· Indonesian Journal of Elemen...· 0 citations