<![CDATA[Mobile-assisted language learning (MALL) applications combine structured instruction, social interaction, and gamification, yet how learners perceive these affordances in Arabic learning warrants examination. This study examines social, interactive, and gamified affordances in Busuu and learners’ perceptions of their role in motivation to learn Arabic. A case study design combined qualitative content analysis of Busuu features with descriptive analysis of questionnaire responses from 20 Arabic Language Education students in Madura, Indonesia, with prior Busuu experience. The questionnaire comprised 29 five-point Likert-type statements and one categorical item; responses were summarized using frequencies, percentages, means, and standard deviations. Platform analysis identified structured learning pathways, written and oral production activities, community comments and corrections, voice feedback, reminders, learning goals, and progress indicators. Questionnaire responses showed positive perceptions of accessibility (M = 5.00), support for independent learning (M = 4.90), and overall benefits for Arabic learning (M = 4.95). However, perceptions of established learning habits were less uniform (M = 3.75). These results distinguish affordances available in the platform from learners’ self-reported perceptions. They do not establish that Busuu’s features cause increased motivation or measurable language gains. The study offers a context-specific account of Busuu in mobile-assisted Arabic language learning.]]>
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