Digital Informal Learning Environments (DILEs): New Frontiers in Arabic Language Pedagogy and Cultural Fluency
Keywords:
Digital Informal Learning Environments, Arabic Language Learning, Cultural Understanding, Intercultural Communicative CompetenceAbstract
This study aims to examine how Digital Informal Learning Environments (DILEs) facilitate Arabic language learning and integrate cultural understanding beyond formal classroom contexts. A qualitative research design with a case study approach was employed. Data were collected through in-depth interviews with Arabic language learners and teachers and document analysis of digital learning materials and interaction records. Data were analyzed through data condensation, data display, data verification, and conclusion drawing, with trustworthiness established through source and methodological triangulation and member checking. The findings show that DILEs provide flexible opportunities for practicing speaking, listening, reading, and writing while exposing learners to Arabic traditions, festivals, social values, films, news, and contemporary issues. Cultural exposure strengthens learners’ understanding of Arabic social and cultural contexts and supports more natural, appropriate, and relevant language use. The study concludes that DILEs function as sociocultural learning environments that connect digital interaction, cultural understanding, and contextual Arabic communication. The findings imply that Arabic educators should strategically integrate authentic digital and cultural resources into complementary language learning activities.
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