Integrated language and computer laboratory model in efficiency of arabic language practicum and digital hadith studies: A systematic literature review
Jun 2026· Edulab : majalah ilmiah laboratorium pendidikan· Vol 11, pp. 63-75· 0 citations· 27 references
TL;DR
An integrated laboratory model that combines the capabilities of language laboratories and computer laboratories to optimize practicum efficiency in the fields of Arabic Language Learning and Digital Hadith Studies is formulated, contributing a novel conceptual framework for integrating laboratory facilities that bridges applied linguistics and digital religious text studies.
Abstract
Purpose - This study aims to formulate an integrated laboratory model that combines the capabilities of language laboratories and computer laboratories to optimize practicum efficiency in the fields of Arabic Language Learning and Digital Hadith Studies.
Design/methods/approach - This study adopted a qualitative Systematic Literature Review (SLR) following the PRISMA framework. Literature was collected from Crossref and Google Scholar through the Publish or Perish application. Of the 1,200 records identified, 15 relevant journal articles published between 2015 and 2025 met the selection criteria and were analyzed using content analysis and thematic synthesis.
Findings - Based on the thematic synthesis, this study formulated three adaptive laboratory integration models: (1) the Hybrid Model, which integrates Hadith text corpus computing with oral communication competencies; (2) the Research Incubator Model, which positions the laboratory as a collaborative interdisciplinary research environment based on digital datasets; and (3) the Multilingual Accessibility Model, which focuses on the development of digital religious products, such as Hadith software applications.
Research implication/limitation - Conceptually, the implementation of these three integration models has the potential to minimize operational redundancy and enhance instructional support capacity. However, this study is limited by its reliance on metadata obtained exclusively from Crossref and Google Scholar, without incorporating other globally indexed high-impact databases such as Scopus or Web of Science. Consequently, further empirical validation is required before large-scale implementation can be recommended.
Originality/value - This study contributes a novel conceptual framework for integrating laboratory facilities that bridges applied linguistics and digital religious text studies. This aspect of academic governance remains relatively underexplored within conventional laboratory models that operate as separate and independent units.
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
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.
I. Topal· Journal of language research· 0 citations
Background and Purpose: This bibliometric analysis study provides a detailed analysis of the landscape of research on technology-mediated English language skills teaching and learning over the past decade. The goal is to shed light on the most popular subjects, prolific authors, publications, and countries involved. By examining 209 documents retrieved from the Scopus database from 2014-2023, this study aims to reveal significant trends and insights into the evolution of technology-mediated teaching and learning processes.
Methodology: The study utilises bibliometric analysis, with data collection conducted following the PRISMA guidelines. It employed tools such as VOSviewer, Excel, and Tableau. The research involves quantitative metrics to graphically represent publication trends, country contributions and collaborations, prolific authors, and recurring research themes.
Findings: The analysis shows a significant rise in technology-mediated English language teaching publications since 2021, led by the United States, China, and Malaysia. Key topics include e-learning, communication skills, computer-assisted teaching, pandemic's impact, speech recognition, and teaching, highlighting central themes and collaborative networks.
Contributions: It highlights critical trends and areas of focus in technology-mediated English language education. It underscores the importance of prioritising research on technological media in language education and suggests future research directions to enhance English language proficiency, particularly speaking skills.
Keywords: Bibliometric analysis, technology mediated in teaching and learning, English-speaking skills.
Cite as: Khofifah, I., & Yahya, N. (2026). A decade of research on technology-mediated English language proficiency enhancement: A bibliometric analysis. Journal of Nusantara Studies, 11(2), 477-491. http://dx.doi.org/10.24200/jonus.vol11iss2pp477-491
Iif Khofifah, Nurhidayah Yahya· Journal of Nusantara Studies...· 0 citations
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
The findings indicate that the CBELT-DT model emphasizes synergy between teacher readiness, technology-based instructional strategies, the internalization of character values, and reflective evaluation, and underscores the urgency of integrating character education, digital literacy, and global competence into English language learning as a strategic response to the dynamics of 21st-century education.
R. Romdanih, Y. Yuliwati, Lutfi Hardiyanto· Qalamuna. Jurnal pendidikan,...· 0 citations
The present paper investigates the current trends of second language learning and teaching mediated by generative artificial intelligence (GenAI) tools, like ChatGPT and other large language models within the English as a foreign language (EFL) writing context. Scopus, which is a major database, was carefully researched using targeted keywords. All the inclusion and exclusion criteria were implemented consistently, and a total set of 43 articles were finally analyzed to synthesize the present review. The PRISMA method was implemented to ensure transparency and reliability, whereas the bibliometrix R-tool was utilized to generate clear and vivid visual depictions of the bibliometric data. This study adopts a complementary dual-method design, combining a scoping review approach with a bibliometric analysis to investigate the use of GenAI in EFL writing instruction. The scoping review serves as the primary analytical component of the study, identifying major pedagogical themes, applications, and challenges related to artificial intelligence-supported writing enhancement. The bibliometric analysis is used to contextualize the structure and evolution of the field by mapping its intellectual structure, publication evolution, influential publications, productive authors, institutional affiliations and keyword trends. The synthesis of the reviewed studies indicates that AI-assisted feedback is frequently associated with improvements in grammar, vocabulary, coherence, and learner engagement. Several studies also highlight challenges, including concerns about academic integrity, students’ overreliance on AI, and the necessity for teacher guidance. By systematically synthesizing these results, this review offers a clear picture of current practices, emerging trends, and research gaps, providing insights for researchers, educators and policymakers in the EFL domain. This study has certain limitations such as filtering constraints and strict time limits, but there are some useful guidelines that researchers can utilize in their future research.