<![CDATA[This article examines the urgency of hybridizing the Direct Method within the landscape of contemporary Arabic language pedagogy. The study originates from the premise that while the Direct Method excels in fostering listening comprehension, speaking proficiency, oral interaction, and learner confidence in utilizing the target language, it remains inadequate in addressing complex Arabic literacy requirements. Employing a qualitative approach with a library research design, data were curated from scholarly articles, methodological treatises, and recent studies encompassing the Direct Method, Arabic instruction, explicit instruction, digital technology, Artificial Intelligence (AI), gamification, blended learning, diglossia, and teacher professional development. The analysis was conducted through critical reading, thematic classification, content analysis, and conceptual synthesis. The findings indicate that a hybridization of the Direct Method is essential to integrate the strengths of oral communication with the reinforcement of reading, writing, grammar, phonology, pragmatics, and digital literacy. This hybridization is facilitated through the convergence of oral practice, explicit instruction, task-based learning, adaptive technology, and a heightened sensitivity toward the sociolinguistic context of the Arabic language. This article asserts that the Direct Method should not be discarded; rather, it must be reconstructed to be more communicative, explicit, digitally-integrated, and contextually relevant to the exigencies of modern Arabic language acquisition.]]>
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