<![CDATA[The development of digital teaching materials in Arabic language learning has broadened the use of the term interactive, yet the term does not always refer to the same quality of interaction. This study examines the forms of interactivity found in Arabic language teaching materials, their pedagogical functions, and their implications for material development. The study employs a descriptive-analytical qualitative approach grounded in library research. Literature was selected from publications addressing Arabic language teaching materials, media, and learning activities, and was subsequently analyzed through identification, classification, comparison, and thematic synthesis. The findings reveal three tendencies of interactivity: technical, pedagogical, and communicative. Technical interactivity primarily occurs through learners’ responses to features and content; pedagogical interactivity encourages learners to construct and produce responses; whereas communicative interactivity creates space for Arabic to be used in constructing meaning with others. These three forms may support one another and are not intended as rigid levels. Interactivity also serves to enhance engagement, broaden language processing and production, provide feedback, and create opportunities for communication. This study underscores that digital is not always interactive, and interactive is not always communicative. Accordingly, the development of teaching materials should place pedagogical function above technological sophistication by connecting input, response, feedback, language production, and communication within a coherent sequence of meaningful learning activities.]]>
