Impact of Technology Integration on Teaching Arabic Language to non-native Speakers in Higher Islamic School in Nigeria

Abstract

ABSTRACT This study was conducted to examine the integration of technology use in teaching Arabic as a foreign language in Nigeria, its effectiveness, challenges, and possible solutions. This study was conducted through a case study of selected secondary schools. A questionnaire was used as a research tool to collect data from 200 respondents, including Arabic language students and teachers, selected through a stratified random sample. Respondents were selected from different secondary schools. The study relied on descriptive and inferential statistics to analyze the collected data. Two research questions were formulated, which were used to develop the questionnaire items and provide a framework for analysis. The results revealed a moderate level of technology integration in the teaching and learning of Arabic. Although a large number of Arabic language teachers and students have access to some digital tools, such as Arabic e-books, learning apps, and multimedia resources, infrastructural shortcomings were identified. These shortcomings included inadequate access to computers and internet facilities, a shortage of digital teaching tools, and teachers' lack of readiness to use educational technology effectively. Despite these challenges, most participants confirmed that technology enhances Arabic language learning outcomes, particularly in the areas of reading, writing, pronunciation, and grammar. The study recommended that government and private entities provide assistance in providing technological tools, such as virtual classrooms, audio-visual content, and e-courses, which would undoubtedly contribute to facilitating language learning and acquisition among non-native speakers of Arabic in Nigeria. Keywords: Technology, Tools, Language Learning, Language Acquisition, Virtual Learning.