The Use of Edmodo in Teaching Arabic as a Web-Based Learning Model: A Case Study at The New College, Chennai, India

Dr K M A AHAMED ZUBAIR — 2026-08-31

This study investigates the use of the Edmodo application as a web-based learning model for teaching Arabic to 30 male students in the Department of Arabic at The New College (Autonomous), Chennai, India. The primary purpose was to identify the characteristics, features, and implementation of Edmodo in enhancing the effectiveness of Arabic language instruction. Employing a qualitative approach, this research focused on how Edmodo facilitates an interactive and flexible learning atmosphere, allowing students and instructors to access extensive open-source resources, distribute assignments, and conduct assessments without the constraints of time and physical classroom presence. The results demonstrate that Edmodo possesses comprehensive features—including a digital library, planner, assignments, quizzes, and grading—that significantly improve the Arabic learning process. Key findings indicate an increase in students’ average performance in writing skills (maharah kitabiyyah), reading skills (maharah qira'iyyah), vocabulary (mufradat), and basic grammar (qawa'id). The study concludes that Edmodo is an effective, innovative, and representative medium for web-based Arabic instruction, capable of transforming traditional lecture-based methods into more student-centered, engaging, and accessible e-learning experiences. The implications suggest that similar digital platforms should be integrated into other courses to support technology-driven higher education.

Utilization of AI Language Learning Tools By Undergraduate Students in Selected Universities in Delta State, Nigeria

Idialu Patricia Ejiyamenmen — 2026-08-31

This study investigated the awareness and use of artificial intelligence-powered language learning tools among undergraduate students in Delta State, Nigeria. Survey research design was used and a sample size of 870 students was selected by stratified random sampling technique. A questionnaire was used to collect data on the awareness and use of AI-powered language learning tools. Descriptive and inferential statistics were used to analyze the data. Undergraduate students in Delta State have varying levels of awareness and use of different AI language learning tools, and the levels of awareness and use are positively correlated. The study found, in particular, that students are aware of uLesson’s AI-powered video lessons, chatbots for learning and AI-powered language translation apps, but less aware of AI being used to predict student performance and dropout rates. The study also found that students use AI-enabled learning platforms to improve their skills and advance their careers, and that awareness and use of AI language learning tools are related. The study concluded that educators and policymakers should invest in AI technology and integrate AI-powered language learning tools into language learning programs to enhance student learning experiences and recommended that students should be provided with training and support to enhance their awareness and utilization of AI language learning tools, and that developers of AI language learning tools should develop context-specific tools that meet the needs of Nigerian students.

JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION

The Use of Edmodo in Teaching Arabic as a Web-Based Learning Model: A Case Study at The New College, Chennai, India

Utilization of AI Language Learning Tools By Undergraduate Students in Selected Universities in Delta State, Nigeria