The Use of Digital Teaching Tools to Support Arabic Speaking Skills in Secondary School: A Systematic Literature Review

Background/purpose. A significant challenge in teaching Arabic at the secondary level is developing pronunciation, fluency, and communication. Despite increased use of digital tools in instruction, a gap remains in understanding their effectiveness in improving Arabic speaking skills. This article aims to identify the types of digital teaching tools used to support Arabic speaking skills in secondary school education and categorize them based on their pedagogical functions related to speaking subskills, such as pronunciation, fluency, and oral communication.

Materials/methods. This systematic literature review (SLR) addresses this gap by analyzing empirical studies published between 2021 and 2025. The review followed the PRISMA protocol, and relevant articles were retrieved from Scopus, Web of Science (WOS), and Google Scholar. Using defined search strings and eligibility criteria, 23 studies were selected for analysis.

Results. The findings were categorized into two key themes: (1) types of digital tools used (mobile application language learning (MALL), simulation-based tools, video and caption-based tools, gamified and interactive applications, and learning management systems (LMS), and (2) functional classification (pronunciation, fluency, and oral communication). Results indicate that tools incorporating mobile application language learning (MALL), simulation-based tools, video and caption-based tools, gamified and interactive applications, and learning management systems (LMS) significantly improve learners’ motivation and speaking performance.

Conclusion. This review underscores the potential of digital tools in Arabic-speaking instruction and offers insights for educators, curriculum developers, and researchers. It also recommends further exploration of effective integration strategies and long-term impacts on student outcomes.

Keywords: Digital teaching tools, Arabic speaking skills, secondary schools, literature reviews

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