American Journal of Humanities and Social Sciences Research (AJHSSR) 2024

American Journal of Humanities and Social Sciences Research (AJHSSR)

e-ISSN : 2378-703X
Volume-08, Issue-09, pp-105-111
www.ajhssr.com
Research Paper Open Access
THE TECHNOLOGY GAP IN ARABIC LANGUAGE
LEARNING ACROSS SCHOOLS IN BRUNEI DARUSSALAM.
Siti Sara Haji Ahmad1, Dayang Hajah Tiawa binti Awang Haji Hamid2,
Abdul Hafidz bin Haji Omar3, Muhamadul Bakir bin Yaakob4, Achmad Yani5,
Muhamad Alif bin Haji Sismat6, Nur Almira Ufairah binti Salim7, and
Nur Basirah binti Hj Rosmin8
1,4,5,6,8
Faculty of Arabic Language, Universiti Islam Sultan Sharif Ali, Negara Brunei Darussalam
2,3,7
Faculty of Islamic Technology, Universiti Islam Sultan Sharif Ali, Negara Brunei Darussalam

ABSTRACT : Arabic schools have been integral to Brunei's education system for over seven decades, beginning
with the first public Arabic religious school in 1941. However, students in these schools continue to face
challenges in developing communication skills, particularly in the digital era, as highlighted by Titah (2016). This
research aims to explore gaps in teaching and learning with technology in Brunei's Arabic schools. Focus group
discussions (FGDs) were conducted with teachers, students, and parents to gather insights. The data were analyzed
using open, axial, and selective coding, with constant comparative methods (CCM) to identify key themes.
Findings reveal significant challenges, including difficulties in accessing and effectively using technology, lack
of student- teacher engagement, and insufficient integration of technology into the curriculum. These results
highlight the need for a collaborative technology model (CTM) that unites various technological tools into a
cohesive platform. Such a model could improve Arabic communication skills— speaking, writing, reading, and
listening—across all proficiency levels, helping students thrive in the digital age.

KEYWORDS: Arabic communication skills, Qualitative need analysis, Collaborative Technology Model (CTM).

I. INTRODUCTION
For centuries, the Arabic language has played a significant role within the educational and cultural
framework of Brunei Darussalam. As a Muslim country, Brunei lays tremendous value on Islamic education,
making the ability of communication skills in Arabic language essential for an in-depth understanding of the
religion. The establishment of the first Arabic schools in Brunei in 1941 marked a significant milestone, initiated
by The Brunei State Assembly Council. The council acknowledged the necessity to promote religious education
among the youth and disseminate Islamic knowledge throughout the Bruneian Muslim community (Haji Maila,
A.H.A et al, 2019). Today, there are a total of seven Arabic schools in Brunei, where the education of the Arabic
schools begins in Year 5 and is offered until pre-university level (KHEU, 2023). Over the years, Arabic schools
in Brunei have worked to improve their curriculum frameworks to ensure a harmonic balance between general
and Islamic studies. The main goal is to improve the educational quality across both domains. Despite the effort,
students face significant challenges in achieving proficiency, particularly in terms of vocabulary development
(Ahmad, S. S. H., 2019). According to the research conducted by Muhammad, Daud, and others, there is a lack of
utilization of Arabic words in teaching, with 75% of teachers resorting to using the Malay language instead
(Subari et al., 2023). In addition, the reliance on traditional textbooks and notes as the main source of materials
limits students' exposure to diverse learning resources that can be obtained from the internet and other digital
platforms (Zainuddin et al., 2021).
Due to the demands of Educational 5.0, both educators and students have expressed the need for
innovative approaches to second language acquisition (Moheildin Ahmed, M. O. H. A. M. E. D., 2020; Wahyuni,
S. et al, 2023). Students today require modern techniques to acquire values and knowledge of the past (Nicholas,
A. J., 2020). Addressing the technological gap in Arabic language learning is the first step toward redefining the
learning experience in a way that is engaging, efficient and representative of the contemporary world (Fikri, A. et
al, 2021). Therefore, this paper aims to investigate the underlying causes of the technology gap and analyze its
impact on the Arabic language learning process. By bridging this gap, the findings may provide strategic
approaches for the integration of contemporary learning methodologies to enhance Arabic language learning that
aligns with the demands of the 21st century.
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 American Journal of Humanities and Social Sciences Research (AJHSSR) 2024
II. LITERATURE REVIEW
Today's contemporary educational setting is heavily dependent on technology, which has revolutionized
the methods through which students gain new knowledge (Cabeleiro et al., 2020; Bhat, 2023). This
transformation is evident in the diverse array of online resources, educational apps, virtual learning environments,
interactive digital displays, and other advanced solutions available. Educational Technology, or often known as
EdTech, encompasses the use of various technological tools and resources to support and enhance instructional
facilitation and learning experiences (Hennelly et al., 2022). According to the Global EdTech market report, the
estimated value of the global EdTech market was USD 142.37 billion in 2023, and it is projected to increase at a
CAGR of 13.4% from 2024 to 2030. The data on EdTech indicates a growing demand for the incorporation of
technological tools in education. Numerous research studies have demonstrated that educational technology has
enhanced lifelong learning abilities (Haleem et al., 2022), student engagement, motivation, and the retention of
information across diverse learning settings (Higgins et al., 2019; Haleem et al, 2022; Lei et al., 2022; Timotheou
et al., 2022). The emergence of EdTech has brought about substantial changes in the way language learning is
approached, with digital tools demonstrating great effectiveness in improving students' overall learning
experiences and academic results (Mohammed, 2020; Hammad Al-Rashidi et al., 2024). The Arabic language is
widely studied around the world due to its significant economic, cultural, and geopolitical importance (Haskouri,
2023). However, it is well known for being a difficult language to learn because of its complex grammar, distinct
alphabet, and diverse sound system (Al-Busaidi, 2015). To address these challenges, several scholars have
investigated the potential of technology in facilitating Arabic language acquisition.
Some of the most popular technologies utilized in second language learning include modern multimedia,
augmented reality, artificial intelligence, gamification, and advanced educational options like educational games,
adaptive learning systems, and educational platforms (Timchenko et al. 2020). A study conducted by Alakrash
and Razak (2021) found that the implementation of digital tools in language learning environments has the
potential to enhance proficiency across all four language competencies: reading, writing, listening, and speaking.
The researchers observed that students enhanced their communication abilities and contributed to the educational
process's effectiveness in these instructional settings. Similarly, another study by Smith et al. (2021) explored
the impact of EdTech on language acquisition and observed that students who incorporated technology into their
learning exhibited greater levels of enthusiasm and involvement in comparison to those who did not utilize
technology. Despite many scholars emphasizing the advantages of integrating technology into the teaching and
learning of Arabic language, there remains a considerable research gap regarding its application among
elementary students in Brunei's Arabic schools (Subari et al., 2023). The discrepancy is especially significant
within the framework of Brunei's Vision 2035, which seeks to improve the education system by promoting
ongoing learning and preparing students to fulfill future requirements (Wawasan Brunei 2035). This initiative
aligns with the Titah delivered by His Majesty the Sultan of Brunei in 2016 (Titah, 2016), which emphasizes the
importance of improving the acquisition of Arabic language in students attending Arabic schools. Therefore, there
is a need to explore innovative technological approaches to enhance the teaching of Arabic language for students
in Brunei's Arabic schools. However, before exploring the potential use of technologies, it is crucial to address
the existing technology gap in these schools (Ahmed, M. M. E., 2020).

III. CONCEPTUAL FRAMEWORK

Based on the literature review, the conceptual framework for this research consists of three main
components: Arabic language learning, Collaborative Technological Model, and Arabic schools in Brunei. The
Arabic learning component refers to acquiring and developing proficiency in Arabic as a second language. There
are 4 components of Arabic communication skills which are listening skills, reading skills, speaking skills and
writing skills. The Collaborative Technological Model refers to a teaching and learning approach that
incorporates the use of technology, pedagogy, and content to enhance language learning. The effectiveness of
the learning process is controlled by the duration of the teaching and learning, the type of knowledge is being
present, and the amount of the knowledge transmitted. This connects directly to the pedagogy aspect of the
Collaborative Technological Model, which focuses on the instructional strategies and methods used to facilitate
language learning. The Arabic schools refers to the teachers and students involved in the Arabic language
learning process at all school level in Brunei Darussalam, however, the research mainly focuses on the student’s
perspective. The content used in this model is the Arabic language curriculum used by the Arabic schools in
Brunei. Under the student, there are three aspects that are taken into consideration: The student’s learning styles,
their learning preferences (age interest and emotional factors), and their exposure to technology. The learning
styles are considered for the learning pedagogy, while the age interested are considered to deliver the learning
content using technology and gamification. The conceptual framework of this study is as shown in Figure 1.

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 American Journal of Humanities and Social Sciences Research (AJHSSR) 2024

Figure 1: The conceptual Framework of this study

IV. RESEARCH OBJECTIVE AND RESEARCH QUESTION

The research objective for this study is to determine the existence of gaps in teaching and learning using
technology, therefore the research question for this study: What is the current gap in teaching and learning using
technology?
V. SIGNIFICANT OF STUDY
The significant of this study lies in its potential to address the current challenges faced in Arabic
language learning among the students in Brunei Darussalam. The integration of technology may enhance the
learning experience of Arabic school students (Efthimiadou & Sansoniou, 2020). By utilizing technology,
students are exposed to a more interesting learning experience and interactive learning materials. Additionally,
this study aims to contribute to the existing literature on Arabic language education by providing insights into
the effectiveness of the technology in enhancing Arabic language learning in a specific context such as Brunei
Darussalam (Lim et al., 2022). Additionally, the findings of this study can provide valuable insights for other
researchers in Brunei Darussalam on how to effectively integrate technology into teaching practices to enhance
Arabic language learning outcomes.

VI. RESEARCH METHODOLOGY

The research project employed qualitative methods to gather comprehensive insights and perspectives
from teachers, students, and parents on the current status of Arabic language teaching and learning in Brunei
Darussalam's Arabic schools. The study utilized purposive sampling to include a diverse range of participants.
Focus group discussion (FGDs) was conducted with representatives from all 7 different Arab schools in Brunei
Darussalam. The data obtained from the focus group discussions were analyzed using systematic analysis
techniques such as open coding, axial coding, and selective coding along with constant comparative method to
explore similarities and differences in responses. Triangulation was then used for enhancing the validity and
reliability of results by integrating multiple data gathering methods (Perez et al., 2024). Qualitative analysis
revealed key themes related to challenges faced by students in accessing technology effectively, lack of
engagement between students and teachers, as well as the need for more comprehensive integration of technology
into the curriculum.
VII. FINDINGS
The results of the FGD sessions can be shown in the tables below. Table 1.1 summarizes the challenges
teachers face when integrating technology into Arabic language teaching, such as resource limitations,
underutilization of available technology, and the consequences these have on teaching efficiency and student
engagement. It also reflects strategies that some teachers are using, like voice recordings and Padlet, to overcome
these barriers and facilitate teaching various communication skills.

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 American Journal of Humanities and Social Sciences Research (AJHSSR) 2024
Table 1.1: Technology gap in learning Arabic from teachers’ perspective
Open Coding Axial Coding Categories Selective Coding

- Using power point to teach Technology commonly Issue faced by

used during teaching teacher
- Online platform for test and quizzes
- No internet
- Lack of appropriate
equipment
(technology) to teach Problems encountered during Issue faced by
- Only projector available teaching teacher
- Need to use own equipment/devices
during teaching
- Language lab not fully utilized
- Lack of time to prepare teaching
materials for class activities
- Lack of engagement during learning if
without the use of technology
- Using teacher’s voice recording Teaching listening skills using Technology
technology approach to
- Students listen and answer teach the four
the communication
questions skills
- No specific technology utilizes Teaching reading skills
using technology
- Uses traditional method; using books
- No technology use Teaching speaking skills using
technology
- Usually implement class
group
activities.
- Used Padlet app to do discussion and Teaching writing skills using
quizzes technology

Table 7.2 illustrates that while students show an affinity for technology-enhanced learning experiences, they encounter
significant gaps due to limited resources and traditional learning methods. There is a clear preference among students for
more interactive and technologically supported activities that align with their preferred learning styles, indicating that the need
for more robust integration of technology in the Arabic language learning process.
Table 1.2: Technology gap in learning Arabic from students’ perspective

Open Coding Axial Coding Categories Selective Coding

- Answering quizzes using online Technology
platforms commonly used
during learning
- Only uses books to learn
- Rarely use language labs
- Lack of interaction during
learning process when using Problems encountered Issue faced by students
traditional learning method during learning
- Teachers rarely conduct class Technology gap in
activities, mostly learn using learning Arabic
books. from students’
- Must share learning devices due perspective
to lack of equipment available
- Enjoy learning Arabic during
class activities with technology
- Primary students preferred to use
animation in learning materials Students’ comment on Preferred learning style
- Enjoy game type of learning teaching
activities
- Prefer to have activities during
learning
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 American Journal of Humanities and Social Sciences Research (AJHSSR) 2024
Table 1.3 indicates that parents perceive a technology gap in their children's Arabic education and face challenges
in supporting learning at home, especially when the home environment does not support Arabic language
practice. They suggest that having a dedicated online platform could bridge this gap by providing consistent,
curriculum-aligned resources to support their children's Arabic language learning outside of school.

Table 1.3: Technology gap in learning Arabic from parents’ perspective

Open Coding Axial Coding Categories Selective Coding

- Learning dependent on
current traditional materials: Arabic learning at
Books, internet (open home
source).

- Lack of practice as some

parents / household does not Issue faced by parents Technology gap in learning
speak Arabic. Arabic from parents’
- Open-source learning Problems perspective
materials may not be like encountered
curriculums in schools.
- The need to have a platform Suggestion to improve
where their children can Parent suggestion Arabic language leraning
learn Arabic online. at home

VIII. Discussion
The results of the findings indicate a technology gap in Arabic language learning from the perspectives
of teachers, students, and parents. This shows that there is a clear demand for the integration of modern,
interactive technologies in the classroom and for at-home learning. This integration can potentially address issues
as highlighted by both teachers and students. Therefore, this underscores the necessity for the development of
technology-enhanced solutions that align with the needs and preferences of the students while overcoming
current logistical challenges.

IX. Conclusion
In conclusion, this research aims to determine the existence of gaps in teaching and learning using
technology in Arabic schools in Brunei Darussalam. The study highlights the challenges students and teachers
face in accessing and effectively utilizing technology for teaching and learning Arabic language. These gaps may
hinder students’ language learning process, resulting in lack of fluency and proficiency in Arabic language.
Therefore, there is a need to explore innovative technological solutions to enhance the Arabic language learning
among the students in Brunei’s Arabic schools.

X. Future Recommendation
The result of this study shows the need to explore innovative technological solutions to enhance the
Arabic language learning, therefore future suggestion includes the necessity for the development of a
collaborative technology model (CTM) that integrates various technological elements into a cohesive
solution/platform. Such a model could enhance students' Arabic communication skills (speaking, writing,
reading, and listening) across all proficiency levels (beginner, intermediate, and advanced) and language skills,
ultimately enabling them to success in the digital age.

Acknowledgement
This work is funded and Ssupported by the Council for Research and Advancement in Technology and
Science (CREATES) and UNISSA Research and Leave Grant Committee (URLGC).

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