<![CDATA[This study aimed to examine the relationship between attention management and learning outcomes in digital Arabic language learning and to explore students’ experiences in managing attention. An embedded mixed methods design was employed. The target population consisted of 162 second-, fourth-, and sixth-semester students of the Arabic Language Education Study Program at Imam Syafii Islamic Institute of Indonesia using total sampling. After data verification, 93 respondents were included in the quantitative analysis, while qualitative data were obtained from 37 respondents. The questionnaire was validated and demonstrated excellent reliability (Cronbach’s Alpha = 0.932). Data were analyzed using Spearman’s rho and thematic analysis. The findings revealed a weak, positive, and significant relationship between attention management and learning outcomes (ρ = 0.254, p = 0.014). Qualitative findings identified notifications from instant messaging and social media as the main distractions, while limiting notifications and activating Do Not Disturb were common strategies for maintaining attention. These findings highlight attention management as one factor associated with learning outcomes in digital Arabic language learning.]]>
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