<![CDATA[This study aims to explore the level of digital education usage in learning Arabic among non-native speakers at a Chinese university, and to examine the influence of gender and duration of language teaching on this usage. The study adopted a descriptive analytical approach and utilized a questionnaire distributed to 151 students studying at Northwest Normal University. Data were analyzed using SPSS software, and the questionnaire focused on three main domains: digital learning channels, academic areas, and accessibility. The results showed that the overall digital education usage was at an “upper-medium” level, with no statistically significant differences related to gender or length of language learning. These findings indicate a general consistency in technology usage across different student groups, highlighting the importance of a supportive digital environment in promoting equal learning opportunities.]]>
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