Evaluating the Content of the Digital Platform “Arabic Immersion” for Teaching Arabic to Non-Native Speakers in Light of the Common European Framework of Reference for Languages and Users’ Perspectives

Abstract

This study aims to evaluate the digital content of the educational platform Arabic Immersion designed for teaching Arabic to non-native speakers, in light of the standards of the Common European Framework of Reference for Languages (CEFR) and users’ perspectives. The study adopts a descriptive analytical approach by examining the platform’s content structure, learning sequence, instructional activities, and multimedia resources. In addition, users’ perceptions regarding the effectiveness of the digital content were collected through a questionnaire. The study focuses on the beginner level (A1) designed for young learners, with the aim of determining the extent to which the platform’s content aligns with internationally recognized standards for foreign language education. The findings indicate that the platform has several strengths, including the integration of multimedia resources such as animated dialogues, stories, educational games, and the adoption of language immersion strategies in presenting instructional content. However, the results also reveal certain limitations related to the pace of learning, the length of dialogues, and the number of new vocabulary items introduced within some instructional units for beginner learners. Based on these findings, the study proposes several recommendations to improve the design and organization of digital content in accordance with CEFR standards, thereby enhancing the effectiveness of digital platforms in teaching Arabic to non-native speakers.