Learning Arabic with Computer Assistance
(A Bibliometric Study)
DOI:
https://doi.org/10.33193/IJoHSS.73.2026.956Keywords:
Computer-assisted Language Learning (CALL), Arabic Language, Digital Justice, Digital Divide, E-learning, Foreign Language EducationAbstract
This study aims to analyze the body of research related to teaching Arabic as a foreign language through Computer-Assisted Language Learning (CALL), with a particular focus on digital justice and the digital divide within educational environments. It employs a dual methodological approach combining bibliometric quantitative analysis and qualitative conceptual inquiry, based on data extracted from Google Scholar using Publish or Perish software, covering the period 1990–2025.
The dataset includes 340 papers, indicating a mature and influential research field. The findings reveal that the dominant themes concern: the effectiveness of CALL in Arabic and EFL learning, teacher attitudes and implementation challenges, technological evolution (mobile learning, AI, and gamification), cognitive and linguistic outcomes, and cultural and contextual dimensions.
Despite this diversity, the study highlights the limited attention given to issues of digital equity. Research addressing the digital divide and fairness in access to educational technology accounts for no more than 25% of the total studies and remains largely descriptive rather than empirical or comparative.
The study concludes that the success of Arabic language education in digital environments depends not only on the adoption of technological tools but also on the integration of these tools within cultural and pedagogical contexts that ensure equity in learning opportunities. It proposes a hybrid pedagogical model that combines linguistic authenticity with digital justice, grounded in human–technological integration, to promote sustainable Arabic language education across African and global contexts.
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