THE INTEGRATION OF PSYCHOLINGUISTICS IN THE DESIGN OF DIGITAL TECHNOLOGY-BASED ARABIC LANGUAGE INSTRUCTION
Keywords:
Psycholinguistics, Arabic, Digital Technology, Instructional Design, Language AcquisitionAbstract
This study examines the integration of psycholinguistic theory into Arabic language learning design that utilizes digital technology, with a focus on the educational context in Indonesia. Although studies on psycholinguistics and learning technology have developed separately, there is currently no conceptual framework that systematically links the two within the specific context of Arabic language learning. The study employs a qualitative approach using content analysis on primary sources, including journal articles, academic books, and conference proceedings from 2015 to 2024. The findings indicate that major psycholinguistic theories—including Krashen’s input hypothesis, Baddeley’s working memory theory, Sweller’s cognitive load theory, and Paivio’s dual coding theory exhibit strong functional correspondence with various digital platforms such as Quizizz, Padlet, YouTube, and spaced repetition apps. This integration has been theoretically proven to optimize cognitive processing, improve vocabulary retention, and accelerate the holistic acquisition of Arabic language proficiency. This research contributes to the development of evidence-based Arabic language pedagogy in the era of educational digitalization
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Copyright (c) 2026 Azmalia Anastasya Marcella, Abdul Munip, Ahya Dita Satiarmia L (Author)
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