Borneo Journal of Language and Education

Digital Authentic Media Exposure and Listening Development in Arabic as a Foreign Language: A Corpus-Informed Approach

Sat, 16 May 2026 17:26:17 +0800

The integration of authentic materials in language education has increasingly emphasized the importance of exposing learners to natural language input that reflects real-world communication. However, the pedagogical use of digital authentic media in Arabic as a foreign language (AFL) listening instruction remains limited, and corpus-informed approaches to analyzing such materials are still underexplored. This study investigates the impact of digital authentic media exposure on AFL learners’ listening development while examining the linguistic characteristics of Arabic digital media through corpus analysis. A mixed-method design was employed involving 30 intermediate-level learners at UIN Sunan Kalijaga Yogyakarta. The study combined corpus-informed analysis of Arabic news broadcasts and podcasts with a quasi-experimental classroom intervention using pre-test and post-test listening assessments. The results revealed that authentic Arabic media contain high lexical density and recurrent discourse markers, providing linguistically rich listening input. Learners exposed to digital authentic media demonstrated significantly greater improvement in listening comprehension and vocabulary recognition than those using textbook-based materials. The findings highlight the pedagogical potential of corpus-informed authentic media for enhancing listening development in Arabic language learning.

Future-Proofing Arabic Studies: A Strategic Artificial Intelligence Competency Framework for Islamic Higher Education

Sat, 16 May 2026 18:17:58 +0800

The integration of Artificial Intelligence (AI) into higher education is accelerating, yet generic competency frameworks fail to address the unique needs of students in specialized fields, particularly Arabic language learners in Islamic universities. This study addresses this critical gap by proposing a tailored AI Competency Framework designed to equip these students with the skills to navigate an AI-augmented world while upholding their theological and ethical commitments. Employing a digital library research methodology, this paper conducts a systematic literature review and thematic synthesis of scholarship from AI in education and Arabic pedagogy. The resulting framework comprises five interconnected dimensions: (1) Human-Centered Thinking, which grounds technology use in spiritual and intellectual values; (2) AI Ethics, providing a moral guardrail aligned with Islamic principles; (3) AI Techniques and Applications, building practical, tool-specific skills; (4) Domain-Specific AI System Design, fostering an innovative, problem-solving mindset; and (5) AI in Basic Arabic Language Learning, which applies these competencies to core language skills. This framework offers a practical model for universities to integrate AI ethically and effectively, ensuring graduates are not only proficient in Arabic but are also prepared to be responsible stewards of technology in the service of their faith and scholarship.

Transforming Arabic for Specific Purposes: Pedagogical Reconstruction for Constitutional Law Students in Islamic Higher Education

Renti Yasmar, Mohamed Turkey, Bambang Irawan — Sat, 16 May 2026 18:27:27 +0800

Arabic language teaching in many Islamic higher education institutions remains dominated by a general language approach oriented toward everyday communication, while students in non-language disciplines such as law require discipline-specific terminology and academic discourse. This study examines how Arabic instruction can be pedagogically reconstructed to support legal academic literacy among Constitutional Law students. Using a qualitative case study design, the research was conducted in the Constitutional Law Study Program at IAIN Curup, Bengkulu, through classroom observation, interviews, and instructional document analysis. The findings show that the reconstruction occurred in three main aspects: the integration of constitutional and legal terminology into teaching materials, the reframing of sentence contexts from everyday topics to legal-academic issues, and the use of thematic dialogue practice related to legal discourse. This reconstruction led to greater student engagement, stronger awareness of the relevance of Arabic to legal studies, and a shift from general language learning toward discipline-based academic literacy. Unlike much of the existing ASP literature, which often emphasizes linguistic mastery alone, this study highlights Arabic for Specific Purposes as a pedagogical framework for linking language learning with disciplinary knowledge practices in Islamic higher education.

Transforming Learner Autonomy in Arabic Language Learning Through Artificial Intelligence

Jepri Nugrawiyati, Yusti Dwi Nurwendah, Muhammad Nasrullah, Nadiah Abidin — Sat, 16 May 2026 18:38:26 +0800

The development of Artificial Intelligence (AI) in education has transformed the ways in which students learn Arabic, particularly in the context of fostering learner autonomy. This study aims to explore the role of AI as a facilitator of learning autonomy, identify emerging challenges, and examine pedagogical implications for higher education. The methodology employed is an integrative review, synthesizing recent literature on AI, self-regulated learning, and Arabic language acquisition. Findings indicate that AI can enhance learner autonomy through support for multimodal learning experiences, material personalization, and real-time feedback that promotes student reflection and self-regulation. On the other hand, AI also presents risks such as pseudo-autonomy, epistemological errors, and ethical and academic challenges, which necessitate critical digital literacy and pedagogical oversight. Effective AI integration requires instructors to act as facilitators, ethical guides, and quality controllers of learning processes. This paper concludes that AI holds significant potential to strengthen authentic and responsible learner autonomy, provided it is employed within a reflective, critical, and ethical pedagogical framework. These findings offer important implications for the design of technology-based Arabic language instruction and the development of strategies to reinforce learner autonomy among digital-native students

Learning Style Profiles of Gen Z University Arabic Learners

Fina Aunul Kafi — Sat, 16 May 2026 22:13:16 +0800

Understanding the learning style profiles of Generation Z Arabic language university students is crucial, as their technology-driven cognitive patterns often misalign with conventional pedagogical approaches, necessitating adaptive strategies to optimize Arabic language learning in higher education. This study aims to investigate the learning style profiles of Generation Z students in Arabic Language Departement of Universitas Al-Falah As-Sunniyah Jember East Java Indonesia. By employing a descriptive statistical design, this research analyzes the distribution and dominance of visual, auditory, and kinesthetic modalities among 48 respondents. The results of this study indicate that the learning style of Generation Z students is significantly oriented toward kinesthetic (mean = 8.00) and visual (mean = 7.56) modalities, while the auditory aspect shows the lowest preference (mean = 6.63). These findings suggest a cognitive shift in digital-native students who prioritize physical engagement and structured visual representation over conventional auditory instructions. The study further identifies that the main obstacles in Arabic learning stem from mismatched pedagogical methods that rely heavily on lecturing. Consequently, this research recommends the integration of multimodal learning strategies, such as interactive infographics and experiential learning activities, to optimize students' memory retention and linguistic competence in the 21st-century educational context.

Technology Integration in Arabic Language Curriculum from a TPACK Perspective: A Case Study in an Islamic State High School

Sat, 16 May 2026 22:26:28 +0800

This study aims to identify technology integration in the curriculum and analyze the Arabic language learning process within the TPACK framework. This research method uses a qualitative approach with a case study design, based on in-depth interviews with 21 informants, which are then strengthened by field observations and document analysis. The study was conducted at Madrasah Aliyah Negeri (MAN) 2, Malang City, Indonesia. The research results show that technology integration in the curriculum strengthens three main dimensions: learning planning, material management, and learning evaluation. Technology helps develop modules, map objectives, coordinate teachers, organize materials, update learning resources, and accelerate assignments, assessments, and feedback. The findings also demonstrate the use of digital platforms such as LMS and Edu-Panda, the Digital Madrasah Report, and the institutional commitment to the Digital Madrasah policy. In Arabic language learning, the TPACK framework illustrates the integration of content mastery, pedagogical strategies, and technology utilization in the delivery of materials, classroom interactions, and assignment management. The study emphasizes that technology integration is not only technical but also curricular, pedagogical, and institutional. The implications of this study emphasize the need for madrasas to strengthen teachers’ competencies and continuously optimize their digital platforms to support current developments.

Arabic Linguistic Creativity in Informal Communication: An Analysis of Non-Standard Expressions and Pragmatic Functions

Dimas Aditia, Dulyawit Naknawa, Agus Setiawan, Eqtada Bilhady Muhammad — Sat, 16 May 2026 22:30:26 +0800

Arabic language use in university contexts is often dominated by Standard Arabic (fusha) and emphasizes grammatical accuracy. However, in everyday informal interactions, students frequently employ more flexible, creative, and socially driven forms of expression that diverge from formal norms. This phenomenon reflects the dynamic nature of language as a socio-pragmatic resource shaped by interactional needs and community practices. This study aims to: (1) identify the types of non-standard expressions used in students’ everyday conversations; (2) explain the interactional contexts in which these expressions occur; and (3) analyze the pragmatic functions of non-standard expressions in students’ social relationships, including their roles in building solidarity, conveying emotions, strengthening interpersonal bonds, and sustaining group identity. Using a qualitative descriptive design, data were collected through participant observation and in-depth interviews with purposively selected students who actively engage in informal interaction. Data were analyzed with Miles, Huberman, and Saldaña’s interactive model (data condensation, data display, and conclusion drawing/verification). Trustworthiness was strengthened through source triangulation and member checking. The findings reveal 21 non-standard expressions that are recurrent and mutually intelligible within the student community. These expressions fall into six categories—lexical innovation, expressions uncommon in formal norms, shortening/ellipsis, repetition, cross-linguistic adaptation, and creative forms—and cluster across eight recurring interactional contexts. Pragmatically, they function to build solidarity, express emotions and bodily states, maintain relational harmony (facework), and sustain group identity. Overall, non-standard Arabic use should be viewed as an adaptive socio-pragmatic practice that strengthens pragmatic competence in Arabic language education.

Enhancing Sociolinguistic Competence through Language Environment: The Role of Visual and Interactive Exposure

Sat, 16 May 2026 22:35:07 +0800

This study investigates the causal impact of language environment components specifically Visual Exposure Intensity and Interactive Exposure Intensity on the sociolinguistic competence of students at TMI (Tarbiyatul Mu'allimien al-Islamiyah) Al-Amien Prenduan Islamic Boarding School. Utilizing a quantitative Ex-Post Facto design with Path Analysis on 310 respondents, the research deconstructs the "language environment" into visual constructs (linguistic landscape) and interactive constructs (social pressure). The findings reveal a fundamental asymmetry: Visual Exposure Intensity showed no significant effect on sociolinguistic competence (p > 0.05), challenging the assumed efficacy of passive linguistic landscapes. Conversely, Interactive Exposure Intensity emerged as a significant determinant (p < 0.05), confirming that sociolinguistic nuances are acquired through negotiation of meaning and social friction rather than passive observation. However, the low determination coefficient (R² = 9.2%) suggests that unmeasured internal factors (such as motivation and aptitude) play a dominant role alongside environmental factors. The study concludes that effective language environment engineering must prioritize active social interaction over static visual displays.

Semantic Exploration of the Word 'Imra'ah' in the Qur'an: Differences in Meaning and Forms

Sat, 16 May 2026 22:37:22 +0800

One of the key issues in Qur'anic linguistic studies is lexical ambiguity, where a single word may convey multiple meanings depending on its form and context. The word “imra’ah” appears in various forms in the Qur'an and demonstrates semantic variation that cannot be fully understood through general or dictionary-based interpretation alone. Despite its frequent occurrence, this term has not been sufficiently analyzed from an integrated semantic and morphological perspective. This study aims to: (1) identify the meanings of the word “imra’ah” in the Qur'an, and (2) analyze its morphological forms. This research employs a qualitative library approach, with data collected from Qur'anic verses, dictionaries, and tafsir sources. The analysis is conducted by identifying occurrences of “imra’ah”, classifying them based on their forms, and interpreting their meanings within context, supported by linguistic and exegetical comparisons. The findings show the word “Imra’ah” in the Qur'an has two meanings: (1) woman, and (2) wife, with two forms: (1) with or without idhafah, and (2) with ta' marbuthah or ta' maftuhah. The word “Imra’ah” with idhafah, whether attached to a pronoun or a noun, refers to the meaning of wife, while without idhafah or in its dual form, it means woman. In its singular form, the word “Imra’ah” with ta’ marbuthah means woman, while with ta’ maftuhah it means wife. These findings have practical implications for Qur'anic interpretation and Arabic language learning, helping to avoid misinterpretation and providing a clearer understanding of the relationship between form and meaning.

Indonesia in Ghadan Ansā and Al-Jāwiyyah: Saudi Critical Perspectives on Two Contemporary Saudi Novels

Rijal Mahdi, Shuhaida Hanim Mohamad Suhane, Elsayed Mohamed Salem Salem Elawadi — Sat, 16 May 2026 22:39:42 +0800

Scholarly discussion of Indonesia’s representation in contemporary Arabic literature, particularly in Saudi novels, remains limited, despite the important ways these works portray Indonesia’s cultural, social, and spatial dimensions within modern Saudi literary imagination. This study aims to analyze the representation of Indonesia in two Saudi novels, Ghadan Ansā by Amal Shatta and Al-Jāwiyyah by Muhammad Muhsin al-Ghamidi, while also examining the literary significance of these works and the position of their authors in contemporary Saudi prose fiction. The study employs a descriptive-analytical method within a comparative framework. Primary data are drawn from the two novels, while secondary data consist of relevant academic studies and literary criticism. The analysis is conducted through close textual reading and biographical examination of the authors. The findings show that Amal Shatta constructs a narrative in which time, rather than space, serves as the principal driving force, reflecting a strong humanistic vision in portraying the intensity and harshness of temporal experience. In contrast, Muhammad al-Ghamidi is distinguished by his layered and complex use of symbolism, especially in the construction of titles and narrative structure, which invites reflective and interpretive reading. The study concludes that both novels contribute to the construction of Indonesia as the “near other” in Saudi cultural imagination and enrich cross-cultural representation studies within comparative literature.

Language Policy and the Issue of Arabic Disappearance in Learning Centers (Arab Countries as a Model)

Abdul Wahab Monsur Olayiwola, Yusuf Murtadha — Sat, 16 May 2026 22:42:29 +0800

The vitality of a language within educational institutions reflects a nation's commitment to cultural identity and knowledge transmission. In many Arab countries, the diminishing use of Arabic in schools and universities highlights critical challenges in language policy and planning. This paper aims to highlight the challenges facing the educational systems in Arab countries with regard to language policy and openness to multilingualism, diglossia and globalization, as a result of the ethnic diversity experienced by these countries. This, in turn, could manifest in identity-based assimilation that works to undermine national identity through a profound process of cultural and social integration, such as what Arab educational institutions have recently been undergoing. Accordingly, this paper adopts a descriptive-analytical approach based on observation and interpretation, to draw the attention of the Arab society to the danger of neglecting Arabic language and the necessity of implementing decisions that could regulate the language of instruction, and foster linguistic awareness in order for Arabic to attain prominent position in reality. Furthermore, it adopts the idea of Arabizing science and training teachers in modern educational method, as well as developing curricula that will restore Arabic’s identity, thereby protecting it from the dependency and stagnation that have afflicted most languages.

A Linguistic Study on Arab-Tamil “Arwi”

Sat, 16 May 2026 22:44:49 +0800

Arwi, or Arabu-Tamil, is a unique writing system that uses Arabic phonetics to represent the Tamil language and has been a significant topic for linguistic and cultural research among Muslim communities in South India and Sri Lanka. This study aims to explore the nature of Arwi, examine whether it can be classified as an independent language or a dialect, and review its role in preserving the cultural and religious identity of Tamil Muslims. The research employs a historical-descriptive method, analyzing secondary sources including books, academic articles, and digital archives, alongside historical manuscripts and documents. The findings indicate that Arwi represents a blend of two traditional literary languages, Arabic and Tamil, serving as a written communication system for Tamil Muslim communities. Lacking an independent grammatical structure typical of a full language, Arwi is more accurately classified as a written dialect or specialized writing system rather than a standalone language. Nevertheless, it has played a crucial role in Islamic literature, religious education, and the preservation of cultural identity over centuries. The study emphasizes the importance of revitalizing Arwi through manuscript publication, educational inclusion, and everyday usage to safeguard this unique linguistic and cultural heritage.