Document Type : Original Article
Authors
1 Doctoral graduate in Arabic Language and Literature from Allameh Tabatabai University, Tehran, Iran.
2 Master's student in Arabic Language and Literature at Tehran University, Tehran, Iran.
Abstract
Social media plays a pivotal role in advancing or undermining civilizations, as well as in the teaching, expansion of languages, serving as a critical mechanism for disseminating knowledge. This study investigates the impact of social media on Arabic language education for intermediate and secondary students in East and West Azerbaijan provinces, focusing on the challenges of traditional education and the limitations of conventional teaching tools. Employing a descriptive-analytical approach, the study examines the extent to which social media enhances linguistic skills (reading, writing, listening, and speaking) and identifies associated challenges. Data were collected from 600 students and 60 teachers across Tabriz, Urmia, Maragheh, and Miandoab using surveys, language tests, and semi-structured interviews, alongside content analysis of communication groups on platforms such as Telegram and WhatsApp. The findings reveal significant improvements in linguistic skills, with listening showing the highest progress (37% for males, 34% for females), followed by reading, while writing and speaking exhibited less improvement due to limited oral interaction. Challenges included unreliable content (44% for males, 37% for females), distraction (57% for females, 47% for males), and lack of supervision. Males preferred visual content, while females favored written dialogues. The study underscores social media’s potential as a dynamic tool for Arabic language education, emphasizing the need for teacher training, enhanced technological infrastructure, and reliable content creation. The results highlight the importance of tailored educational strategies to address individual differences and enhance learning outcomes.
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