<![CDATA[This study investigates Instagram-based Arabic language learning practices through a content mapping and engagement analysis of 50 posts uploaded by the account @kursus_arab_alazhar. Using qualitative content analysis, this research categorizes content types, instructional materials, presentation strategies, and audience engagement patterns. The findings reveal that Arabic microlearning on Instagram is predominantly delivered through Reels and Carousel formats, with speaking skills, vocabulary, and grammar (nahwu) constituting the primary instructional focus. Engagement was strongly associated with emotionally contextualized topics, relatable real-life themes, dramatization, and interactive calls to action. Notably, grammar content achieved the highest engagement when presented through theatrical and narrative-based visualization, suggesting that pedagogical presentation may be more influential than content complexity in social media learning environments. Based on these findings, this study proposes the Contextualized Expressive Microlearning Model (CEMM), a conceptual model that integrates emotional contextualization, expressive dramatization, embedded practice, interaction-driven design, and platform-adaptive content delivery. The study extends microlearning scholarship by demonstrating how social media affordances can be leveraged to transform complex language-learning content into highly engaging learning experiences and contributes to the emerging field of digital Arabic pedagogy.]]>
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