Transforming Arabic as a Foreign Language Teaching in the Digital Era: Integrating Cognitive, Communicative, and Multimedia Approaches / تحويل تدريس اللغة العربية بوصفها لغة أجنبية في العصر الرقمي: دمج المقاربات المعرفية والتواصلية والوسائط المتعددة
Keywords:
Arabic as a Foreign Language, Digital Language Teaching, Cognitive Approach, Communicative Language Teaching, Multimedia LearningAbstract
The rapid development of digital technology has transformed language education and created new possibilities for teaching Arabic as a foreign language. This study examines the integration of cognitive, communicative, and multimedia approaches in Arabic language teaching in the digital era. It employs a qualitative descriptive-analytical approach through a literature review of relevant academic sources on foreign language education, Arabic teaching, cognitive learning, communicative language teaching, multimedia learning, and digital technology. The literature was analyzed thematically by identifying the principles, pedagogical functions, and contributions of each approach and examining their potential integration. The findings indicate that the cognitive approach supports information processing and cognitive load management, while the communicative approach emphasizes meaningful interaction, authentic language use, and communicative competence. Multimedia technologies provide flexible environments for presenting linguistic input through text, audio, images, video, and interactive activities. Their integration offers a foundation for developing effective, interactive, and cognitively appropriate Arabic language teaching in digital environments.
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