A Comprehensive Needs Analysis for the Design of a Digital Arabic Communication Module (DIBAK) for Secondary School Learners

Abstract

This study aims to examine the developmental needs of a Digital Arabic Communication Module (DiBAK) for secondary school students through a qualitative needs analysis approach. Data were collected from ten respondents, comprising five students and five Arabic language teachers, using semi-structured interviews, and subsequently analyzed through thematic analysis. The study focuses on three key aspects: current teaching practices, challenges in implementation, and the specific requirements for an effective Arabic communication module. The findings reveal that existing teaching practices remain largely dependent on textbooks and theoretical approaches, despite ongoing efforts by teachers to promote oral interaction. Several critical challenges were identified, including students’ limited vocabulary, low oral comprehension, lack of self-confidence, and anxiety over making grammatical errors. Additionally, systemic factors such as syllabus completion pressure, examination-oriented learning, and insufficient communicative stimulus materials further hinder effective language acquisition. In response, the study highlights the urgent need for a specialized digital module that integrates multimedia elements, AI-enhanced and interactive features, cognitive level-based instructional design, gamification strategies, and continuous formative assessment. This research addresses a significant gap in the literature concerning the limited integration of adaptive digital learning in Arabic communication pedagogy. The findings underscore the importance of developing the DiBAK Module as an innovative and holistic solution to enhance students’ communicative competence and foster more effective language learning experiences.