INTEGRATIVE ARABIC LANGUAGE LEARNING MODEL FOR ADULT NON-NATIVE LEARNERS: COMMUNICATIVE, CONTEXTUAL, AND BLENDED LEARNING APPROACHES

Abstract

Arabic language learning for adult non-Arabic learners requires a design that is flexible, relevant, and contextual, in line with the characteristics of adult learners who have a practical orientation, prior learning experience, and limited time. Addressing these challenges necessitates the development of a learning model that not only facilitates the acquisition of language competence but also supports the development of critical thinking skills and independent learning. This review formulates an integrative learning model that combines communicative, contextual, Problem-Based Learning (PBL), Project-Based Learning (PjBL), blended learning, and interactive digital media approaches. The integration of these strategies is designed to provide meaningful and applicable learning while facilitating repeated practice, collaboration, and authentic communication relevant to the real-life contexts of adult learners. The approach of this review is qualitative and based on a literature study, examining publications from 2015 to 2025, including journal articles, books, and conference proceedings. Analysis of this literature allowed for the formulation of a conceptual framework that unites various methods and learning strategies into a coherent system. The model emphasizes the balance between self-directed and face-to-face learning to support comprehensive understanding and the development of higher-order thinking skills. The findings of this review provide an initial understanding of how an integrative model can combine various learning strategies for adult non-Arabic learners. Although conceptual in nature and not yet empirically tested, this review highlights the need for further research through experiments, action research, or case studies to evaluate the effectiveness of the model in enhancing Arabic language competence and critical thinking skills of adult non-Arabic learners across diverse learning contexts.