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IJAS: International Journal of Arabic Studies
Published by PT. MUTIARA BUSTAN ILMU
ISSN : -     EISSN : 30890217     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJAS: International Journal of Arabic Studies is a journal that discusses the field of Arabic studies, with a focus on Arabic Research and Literature, and Arabic Language Teaching and Learning. With a triannual publication schedule in January, June, and November, this journal provides a valuable platform for researchers, academics, and practitioners to share their latest findings, innovative ideas, and best practices in the realm of the Arabic language. The main objectives of this journal are to promote a profound understanding of the Arabic language, literature, and culture, as well as to enhance the effectiveness of Arabic language instruction worldwide. With an experienced editorial board and a strong commitment to excellence, the International Journal of Arabic Studies stands as a major contributor in enriching the literature and teaching of the Arabic language. Within this journal, authors can explore critical issues in Arab research and share various successful approaches and strategies in Arabic language teaching and learning. Thus, the International Journal of Arabic Studies plays an integral role in advancing the global understanding of the Arabic language and culture while strengthening the foundation of effective Arabic language education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 42 Documents
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Transmission of Arabic Islamic Culture Through Literature / نقل الثقافة العربية الإسلامية عبر الأدب والإعلام Amar Al-Khateeb; Müller. H
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study investigates the transmission of Arabic Islamic culture through literature and media, examining how cultural meanings, values, and historical narratives are preserved, reshaped, and disseminated across contemporary communication channels. Through a qualitative analytical approach, the research explores the dynamic interaction between classical literary heritage, modern digital media, and audience reception across diverse cultural contexts. The findings highlight significant shifts in cultural transmission patterns shaped by globalization, technological advancements, and the emergence of new media forms. Moreover, the study reveals existing gaps in how cultural authenticity is maintained, particularly when traditional texts are adapted into modern digital formats. This research contributes to a deeper understanding of how Arabic Islamic cultural identity is negotiated and reproduced in the present era, offering insights relevant for scholars of cultural studies, media studies, and Arabic literature. Ultimately, the study underscores the need for strengthened frameworks that ensure accurate, ethical, and contextually grounded representation of Arabic Islamic culture in both local and global platforms.
Integrating Multimedia Tools in Arabic Teaching within a Multiliteracies Framework / دمج الأدوات المتعددة الوسائط في تعليم اللغة العربية ضمن إطار محو الأمية المتعددة Fahmy El-Sara; Jonth Mille
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study explores the integration of multimedia tools in Arabic language teaching within a multiliteracies framework. The research employs a qualitative descriptive approach to investigate how visual, auditory, interactive, and digital production tools enhance students’ linguistic skills, motivation, and engagement. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of digital learning materials. The findings reveal that multimedia integration improves comprehension, supports differentiated learning, and fosters collaborative and autonomous learning environments. Additionally, the multiliteracies framework provides a comprehensive pedagogical guide for designing learning experiences that align with contemporary technological and cultural contexts. The study highlights the importance of professional development, technological infrastructure, and high-quality digital content to maximize the benefits of multimedia-enhanced Arabic instruction. These findings suggest that multimedia integration is essential for modern Arabic pedagogy and contributes to creating culturally responsive and technologically enriched learning environments
The Impact of Mobile-Assisted Language Learning (MALL) on Vocabulary Acquisition in Arabic as a Foreign Language R. Al-Hashimi; M. Bauer
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study investigates the impact of Mobile-Assisted Language Learning (MALL) on vocabulary acquisition in learners of Arabic as a foreign language. As mobile technologies increasingly permeate educational settings, MALL has emerged as a promising approach to enhancing language learning efficiency, flexibility, and engagement. This research employed a qualitative explorative design to examine how mobile-based learning tools—such as digital dictionaries, flashcard applications, and interactive vocabulary platforms—contribute to learners’ mastery of Arabic vocabulary. Data were collected through classroom observations, semi-structured interviews, and learners’ reflective journals. Findings reveal that MALL facilitates increased learner autonomy, improves recall through spaced repetition, and provides immediate feedback that supports more effective vocabulary retention. Additionally, mobile tools were found to create a more personalized and motivating learning environment, contributing to higher levels of student engagement. However, the study also identifies challenges related to technological accessibility and inconsistent learner discipline when using mobile devices. Overall, the research concludes that MALL significantly enhances vocabulary acquisition in Arabic as a foreign language, provided that its implementation is supported by structured pedagogical strategies and adequate digital literacy training.
Lexical Density and Cohesion in Modern Standard Arabic Essays Written by Foreign Learners Al-Khaldi; Omair Benyoussef
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study investigates the lexical density and cohesion features in Modern Standard Arabic (MSA) essays written by foreign learners, with the aim of identifying key patterns that characterize learner language production. Using a mixed-method approach, the research analyzes 80 essays from intermediate and advanced learners enrolled in Arabic language programs. Quantitative measures of lexical density were calculated to determine the proportion of content words, while qualitative and quantitative analyses of cohesive devices examined the frequency and appropriateness of reference, conjunctions, lexical ties, and substitution mechanisms. The findings reveal that learners at both levels tend to rely heavily on basic lexical items, resulting in moderate lexical density, but advanced learners demonstrate greater variation and structural complexity. Cohesion analysis shows frequent use of additive and causal conjunctions, though misuse of reference and lexical repetition remains common, indicating limited control of cohesive harmony. These results highlight the developmental nature of foreign learners’ interlanguage in MSA writing and underscore the need for pedagogical interventions focusing on vocabulary expansion and cohesive device instruction. The study contributes to a deeper understanding of Arabic learner corpora and offers implications for curriculum design, assessment, and instructional strategies in teaching MSA writing skills.
Integrating E-Learning into Arabic Pedagogy: Enhancing Graduate Linguistic Competence in Chennai Ahamed Zubair
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study examines how e-learning develops graduate-level Arabic skills in Chennai’s higher education institutions and explores challenges to its integration. Using a descriptive-analytical approach, it surveys Arabic faculty and reviews pedagogical literature on teaching Arabic in non-Arabic contexts. Findings reveal that despite faculty technical competence; institutional adoption of e-learning remains low. Curricula are not digitally aligned, leaving graduates underprepared for technology-driven Arabic professions. Key barriers include limited funding, adherence to traditional pedagogy, and inadequate training in digital teaching tools. The study recommends modernizing Arabic curricula through e-learning, establishing faculty development programs in digital pedagogy, and forming institutional partnerships to improve technological infrastructure. This research contributes to Arabic education discourse in India and proposes a framework for digital transformation in foreign language instruction.  
Cognitive and Linguistic Factors Influencing Arabic Second Language Acquisition Among Adult Learners Nasir Haman; Julia Einberg
IJAS: International Journal of Arabic Studies Vol. 2 No. 4 December 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study investigates the cognitive and linguistic factors that influence Arabic second language acquisition among adult learners. Drawing on data from multiple instructional contexts, the research explores how working memory capacity, attentional control, and metalinguistic awareness interact with linguistic features such as phonological complexity, orthographic processing, and root-and-pattern morphology. The findings reveal that both cognitive and linguistic factors strongly shape learners’ proficiency development, particularly in vocabulary acquisition, listening comprehension, and reading fluency. Learners with stronger cognitive abilities and greater morphological sensitivity demonstrated faster and more accurate processing of Arabic’s nonlinear linguistic structures. The study highlights the need for pedagogical approaches that integrate cognitive strategy training, explicit morphological instruction, and systematic phonological support to optimize learning outcomes. The results contribute to a deeper understanding of adult Arabic SLA and offer practical implications for curriculum development, instructional design, and technology-enhanced language learning.
Strategies for Teaching Arabic through the Use of Technology and Mass Media Khalid Yusuf Al-Misri; Dicky Zulkarnain
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study examines strategies for teaching Arabic through the integration of technology and mass media in contemporary educational contexts. Using a qualitative case study approach, the research explores how digital tools and media resources are utilized to enhance the learning process. Data were collected through interviews, observations, and documentation involving teachers and students. The findings indicate that the use of technology and mass media significantly improves students’ motivation, comprehension, and communicative competence. Additionally, it promotes learner autonomy and provides exposure to authentic language and cultural contexts. However, challenges such as limited infrastructure, lack of teacher training, and the need for balanced implementation remain critical issues. The study concludes that effective integration of technology and mass media requires strategic planning, institutional support, and continuous professional development to optimize Arabic language teaching in the digital era.
Exploring Differentiated Instruction Strategies in Arabic Teaching for Heterogeneous Classrooms: A Constructivist Learning Framework / استكشاف استراتيجيات التعليم المتمايز في تدريس اللغة العربية للفصول الدراسية المتغايرة: إطار تعلم بنائي Ibnu Fitrianto; Sharif El-Amina; William Davidson
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the implementation of differentiated instruction strategies in Arabic language teaching within heterogeneous classrooms using a constructivist learning framework. The research investigates how instructional differentiation can effectively accommodate diverse learner needs, linguistic backgrounds, and learning styles while fostering meaningful engagement and improved language outcomes. Employing a qualitative methodology, the study analyzes classroom practices, teacher strategies, and learner responses to identify key patterns that support successful differentiation. Findings reveal that constructivist-based differentiation—such as scaffolding, flexible grouping, tiered tasks, and formative assessment—significantly enhances students’ participation, motivation, and comprehension. The results also show that differentiated instruction strengthens autonomy and encourages collaborative knowledge construction, aligning with the principles of student-centered learning. Despite its benefits, challenges such as limited teacher training, large class sizes, and time constraints hinder optimal implementation. The study concludes that sustained professional development and institutional support are essential for advancing differentiated instruction in Arabic language education. These findings contribute to the growing body of research advocating pedagogical approaches that value learner diversity and promote equitable learning opportunities.
Discourse Markers in Arabic: A Sociopragmatic Perspective on Meaning and Interaction/ علامات الخطاب في اللغة العربية: منظور سوسيوتداولي للمعنى والتفاعل Lela Haddady; Mende Carlo
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study investigates the pragmatic functions of discourse markers in contemporary Arabic from a sociopragmatic perspective, emphasizing their role in meaning construction and interactional organization. While discourse markers have often been examined from structural or textual viewpoints, this research argues that their functions extend beyond cohesion to include social, cognitive, and interactional dimensions. Employing a qualitative exploratory design, the study analyzes naturally occurring data drawn from spoken conversations, media discourse, and digital communication. The findings reveal that Arabic discourse markers such as yaʿnī, ṭayyib, wallāh, and idhān perform multiple overlapping functions, including managing turn-taking, mitigating speech acts, framing arguments, signaling stance, and constructing interpersonal alignment. The analysis further demonstrates that the interpretation of these markers is highly context-dependent and shaped by sociocultural norms, speaker identity, and communicative goals. From a relevance-theoretic and conversation-analytic standpoint, discourse markers function as procedural cues that guide inferential processes and reduce cognitive processing effort. Moreover, their use in digital environments reflects evolving patterns of identity performance and interactional style in contemporary Arabic discourse. The study contributes to Arabic pragmatics by offering an integrative analytical framework that bridges cognitive pragmatics, sociolinguistics, and critical discourse analysis. It also highlights the need for corpus-based and cross-dialectal research to further explore the dynamic role of discourse markers in Arabic communication.
An Analytical Study of the Epistle of Shaykh Ibrāhīm Niyās al-Kawlakhi Zubair Muhammad Isa
IJAS: International Journal of Arabic Studies Vol. 3, No. 1, March 2026 : International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study presents an analytical examination of one of the prose epistles of Shaykh al-Ḥājj Ibrāhīm Niyās al-Kawlakhi, focusing on its literary, rhetorical, and spiritual dimensions. The paper explores the stylistic characteristics of the epistle, including its diction, imagery, sentence structure, and use of Sufi terminology, situating it within the broader tradition of Arabic Islamic prose. Particular attention is given to the author’s rhetorical strategies, such as restriction, exhortation, and symbolic expression, which reflect his deep spiritual insight and literary competence. The study also highlights the thematic concerns of the epistle, especially sincerity in worship, adherence to religious discipline, concealment of spiritual secrets, and rejection of ostentation in mystical practice. Using a descriptive and analytical approach, the paper demonstrates that the epistle represents a refined model of West African Sufi prose that balances aesthetic elegance with doctrinal authenticity. The findings confirm Shaykh Ibrāhīm Niyās’s significant contribution to Arabic Sufi literature and Islamic intellectual history in West Africa.

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