Arabic Vocabulary Test Standars for Beginners According to Common European Framework of Reference for Languages (CEFR)

Vocabulary is a fundamental component in second language learning, especially for beginners. However, Arabic vocabulary assessment has not been fully standardized according to the Common European Framework of Reference for Languages (CEFR). This study aims to identify vocabulary test criteria for Arabic at the beginner level aligned with CEFR. This research applied a descriptive qualitative method with a literature study approach. Primary data were collected from vocabulary test items in al-Ikhtibârât al-Lughawiyah by Ali Khuly, supported by secondary data on CEFR and language assessment. The results that A1 learners should master approximately 500–600 high-frequency words within themes such as family, time, numbers, daily routines, colors, animals, clothing, weather, and food. Effective test formats include fill-in-the-blank, picture-based multiple-choice, definition-based questions, synonym/antonym tasks, and word usage in context. An ideal proportion of 60% receptive and 40% productive tasks is recommended for beginner-level learners. It is concluded that Arabic vocabulary tests must prioritize validity, reliability, and practicality, while aligning with CEFR for international comparability

Blending Languages: Code-Switching and Code-Mixing in Academic Arabic Communication in Abu Dhabi

This research is motivated by the multilingual proficiency of Mohamed Bin Zayed University for Humanities (MBZUH) students in Abu Dhabi. The aim of this study is to identify the forms of code-switching and code-mixing and to understand the reasons behind their occurrence in the speech of MBZUH students. The method used is descriptive research with a qualitative approach. Data analysis is conducted using the padan method and the SPEAKING method. The data sources for this study are local and international students at MBZUH, while the data itself consists of student utterances or conversations. The data collection techniques used involve two methods: the (simak) method with the (simak libat cakap) technique and the (cakap) method with the (pancing) and (cakap semuka) techniques. The results of this study identified two types of code-switching: internal and external, as well as two types of code-mixing: internal and external. Additionally, the study found three factors influencing code-switching and four factors influencing code-mixing in the speech of MBZUH students in Abu Dhabi

A Cross-Cultural Psycholinguistic Study on Arabic Vocabulary Retention: Evidence from Indonesia and Malaysia

This study examines Arabic vocabulary retention from a cross-cultural psycholinguistic perspective involving learners in Indonesia and Malaysia. Recognizing that rote memorization rarely ensures long-term retention, the research integrates association, mnemonics, visualization, and a novel strategy Familiarity-Enhanced Recall to enhance recall and reduce anxiety. Employing a mixed-method design, 90 participants (30 from Pondok Pesantren Darullughah Wadda’wah, Indonesia, and 60 from Maktab Mahmud Yan, Malaysia) completed pre-tests, post-tests, and interviews. Results showed significant improvement, with Familiarity-Enhanced Recall linking new words to familiar routines, cultural practices, or personal hobbies emerging as the most effective approach. Learners expressed greater confidence, motivation, and emotional engagement, as vocabulary became personally meaningful and easier to recall. The findings underscore that psycholinguistic strategies, when contextualized within learners’ cultural experiences, foster more sustainable and engaging vocabulary acquisition, offering valuable insights for Arabic language pedagogy in diverse educational settings

Language and Culture of Young Arabs in Banjarmasin

This study aimed to know the use of Arabic language and the application of Arabic culture by young people of Arab descent in Banjarmasin City in their daily lives. The methodology used is qualitative research with an ethnographic approach. Data collection was done through observation, interviews, and documentation. Interviews were conducted with young people of Arab descent who live in Banjarmasin City. The results showed that the beginning of the arrival of Arabs to Banjarmasin City was related to their journey from Surabaya, then sailed by sea to Nagara, continued to Kuin in Banjarmasin City and then formed a settlement from their community which was later called an Arab village. The language and culture of the Arab descendants of Banjarmasin city are diverse, with code-mixing and code-switching, wedding traditions, religious events, food, and more. But, not all of them use the language and practice typical Arabic culture very strongly. Their language, culture and daily activities often follow those of general Banjarmasin people

Analyzing Phonetic Errors Among Non-Native Arabic Learners Through Artificial Intelligence

Accurate pronunciation is essential for non-native Arabic learners, yet many face persistent difficulties in articulating specific sounds, leading to phonetic errors that impede comprehension. With technological advancements, artificial intelligence (AI)—particularly Automatic Speech Recognition (ASR)—offers promising solutions for identifying and correcting such errors. This study explores the application of AI in analyzing phonetic inaccuracies among Arabic learners through an experimental model using ASR technology. Employing a descriptive-analytical approach, ten undergraduate students from Universitas Islam Negeri Sumatera Utara were asked to read short Arabic passages. Their recordings were processed through ASR to detect pronunciation errors, including sound substitution, weak articulation, and inaccuracies in elongation (madd) and nasalization (ghunnah). The results demonstrate that ASR effectively identifies recurring phonetic error patterns, providing instructors with valuable diagnostic insights and enabling timely, personalized feedback. The study concludes that integrating AI-driven pronunciation analysis into Arabic language instruction can significantly enhance learning outcomes, support autonomous practice, and promote more accurate oral proficiency. It recommends that educators and institutions adopt ASR-based tools as part of digital language pedagogy to strengthen pronunciation training and foster continuous learner engagement

Exploring Speaking Anxiety Among Indonesian Arabic Language Learners: The Mediating Role of Personality Traits

This research investigates the determinant factors of public speaking anxiety among Indonesian university students through both pedagogical and socio-psychological lenses. Public speaking anxiety is a prevalent phenomenon in language acquisition, potentially affecting communicative competence and academic achievement, especially in the context of foreign language learning. This study explores the influence of academic motivation, intolerance of uncertainty, and the Big Five personality traits (openness, conscientiousness, agreeableness, extraversion, and neuroticism) as potential mediators in shaping speaking anxiety among Indonesian Arabic students in Islamic higher education. The research was conducted among students enrolled in Arabic Language Education programs at several state Islamic religious higher education institutions (PTKIN) in Indonesia. Structural Equation Modelling (SEM) was used to analyze the data, collected via self-report questionnaires. The results show that academic motivation does not significantly influence openness, while intolerance of uncertainty does. Of the Big Five traits, only openness and extraversion significantly affect speaking anxiety. Academic motivation influences conscientiousness, but not extraversion, while intolerance of uncertainty affects extraversion, but not agreeableness. Openness and extraversion mediate the relationship between academic motivation and speaking anxiety

Exploring AI Capabilities in Arabic Grammar: Comparative Analysis of ChatGPT and Gemini

This study aims to compare the performance of ChatGPT and Gemini in analyzing i\u27rāb Marfû’ât al-Asmâ’\u27, a critical aspect of Arabic grammar for determining the grammatical roles of words in sentences. The analysis uses 11 examples from the book Mulakhash Qawâ\u27id al-Lugah al-\u27Arabiyyah by Fuad Ni\u27mah, focusing on identifying grammatical components such as mubtada\u27, khabar, isim ashbah, isim kāda, khabar inna, fā\u27il, nā\u27ib al-fā\u27il, na\u27at, \u27atf, tawkid, and badal. The study employs the Mann-Whitney test to assess statistical significance and the Cosine Similarity Index (CSI) to measure semantic similarity. Results show that ChatGPT outperforms Gemini with a significant value of 0.019, while the CSI score of 0.800 indicates high similarity between the models\u27 outputs. ChatGPT excels in providing detailed and accurate analyses, while Gemini is more suitable for concise answers but may lack precision. These findings highlight the unique strengths of each model and underscore the necessity of manual correction to ensure the accuracy and relevance of results, particularly in technology-based Arabic grammar learning

Mapping the Application of Language Learning Strategies to the Language Skills: A Content Analysis Based on Oxford\u27s Book

This study aims to map the application of language learning strategies based on Rebecca L. Oxford\u27s theory in her book Language Learning Strategies: What Every Teacher Should Know for four primary skills: listening, speaking, reading, and writing. Using a qualitative approach with content analysis, this study analyzed direct (memory, cognitive, compensatory) and indirect (metacognitive, affective, social) strategies. Data were collected through a literature review and analyzed using the content analysis method based on Klaus Krippendorff\u27s framework. The results showed that memory strategies significantly affected listening and reading skills, cognitive strategies were applied evenly across all skills, while compensatory strategies focused more on speaking skills. Metacognitive and affective strategies are important for learning management, and social strategies support all language skills. The findings guide educators in designing effective teaching methods, particularly in Arabic language learning

Instilling Ulu al-Albâb Values ‘Spiritual Depth’ Through Conversational Texts in the Al-‘Arabiya li al-Hayâh Book

Character is a reflection of the person; positive character reflects the positive values that one possesses. The attempt to teach this positive character continues through al- ‘Arabiyah\u27s li Hayâh textbook, which claims to contain the values of Ulu al-Albâb. This research aims to analyze the Ulu al-Albâb values contained in the text of the textbook\u27s conversation and discuss them in depth. The al-‘Arabiya li al-Hayâh book became the primary source of learning for students at one of the universities in East Java. This research uses a qualitative research method with a descriptive analysis by Harold D. Lasswell\u27s approach to the al-‘Arabiya li al-Hayâh textbook 1st volume. The analysis is carried out systematically, objectively, and qualitatively. The analysis\u27s findings demonstrate that Ulu al-Albâb \u27s values are distributed pretty equally across the textbook. It is seen from the text of the conversation that it contains spiritual values evenly and is designed to instill those values in the student\u27s subconscious. This research contributes to the understanding of character development through Arabic textbooks. The results of this research can be beneficial to the developers, teachers, and Arabic language learners to instill the spiritual depth values of Ulu al-Albâb

Students\u27 Perception of the Development of a Digital Dictionary of Arabic Idioms Based on Corpus Linguistics

The role of dictionaries in Arabic learning is vital, given their function in explaining terminology, improving information accessibility, and facilitating better communication and understanding. This study aims to analyze students\u27 needs for a digital dictionary of Arabic idioms as a supporting means to improve student competence in written and oral aspects in the Department of Arabic Language Education, State University of Malang Undergraduate Program. The research method applied is descriptive qualitative, with a sample of 62 students, representing 14.69% of the total 422 undergraduate students of the Department of Arabic Language Education. Data collection was carried out through distributing questionnaires regarding the need for a digital dictionary of Arabic idioms. The results of the questionnaire analysis show the importance of developing the Al-Misbah dictionary as an additional tool that can enrich learning to speak and write Arabic in the lecture environment effectively. This dictionary is expected to help students understand the use of idioms better so that they can be applied appropriately in everyday life