Integrating the Interactive E-Book in Developing Language Skills among Learners of Arabic as a Foreign Language: An Analysis of Teachers’ Perceptions and Instructional Practices

Abstract

This study aimed to analyze the extent to which teachers of Arabic as a foreign language employ the interactive e-book in developing learners’ language skills. It also sought to explore the nature of the relationship between teachers’ perceptions of the importance of this educational resource and their actual level of implementation within classroom practice. In addition, the study examined the influence of certain professional and contextual variables on patterns of such implementation.

The study adopted a descriptive-analytical approach to examine patterns of instructional use of the interactive e-book and to interpret them in light of teachers’ perceptions of its educational value, their professional and technological competencies, and the conditions of the supporting educational environment.

The findings revealed variation in the level of use of interactive e-book tasks for developing language skills. Patterns of use ranged from supportive use for explanation to interactive use aimed at language practice and self-directed learning. The results also indicated a high level of teachers’ appreciation of the importance of the interactive e-book in supporting language learning. A positive correlational relationship was found between this perception and the actual level of implementation; however, this relationship was not entirely linear. The findings showed that recognizing the educational value of the resource does not automatically lead to deep integration into classroom practice without adequate professional and technological empowerment and a supportive learning environment.

Based on these findings, the study proposes a multidimensional explanatory model for the integration of the interactive e-book. The model suggests that the level of instructional integration is determined by the interaction among three key components: the perceived value of the resource, the teacher’s professional and technological competence, and the conditions of the educational environment. A deficiency in any of these components may limit the level of actual implementation.

This study contributes to advancing the scholarly understanding of the dynamics of integrating interactive digital resources in teaching Arabic as a foreign language. It also provides an analytical framework that can be employed in the design of teacher preparation and professional development programs, as well as in guiding educational policies aimed at enhancing the effective integration of educational technologies in developing language skills.