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Developing an Android-Based Application for Arabic Grammar Learning Aligned with the Common European Framework of Reference (CEFR)

Summary

Beginners learning Arabic grammar (nahwu and sharaf) face several obstacles. Textbooks rarely start from the basics, many rules must be memorized before they make sense, classroom drills are repetitive, and few settings require learners to actually use Arabic. The authors respond by building Tashol, an Android app published on the Play Store, with grammar content organized by CEFR proficiency levels. They followed the ADDIE development model (analysis, design, development, implementation, evaluation) in a qualitative study reported descriptively. Subject experts reviewed the materials and the app during development, and students then used them in the implementation phase. The app combines images, vocabulary, phrases, dialogues, grammar explanations, exercises, quizzes and puzzles. It mainly targets A1, although the conclusion also mentions A2. The main result is the resource itself: 21 lesson titles, each built from a conversation, a rule, a deepening section and practice questions. The available text reports no quantitative effectiveness figures. The work is useful mainly as a template for fitting a classical grammar tradition onto an international, communicative level scale.

Key points

  • The app is Tashol, an Android app on the Play Store, aligned with CEFR. Its focus is entry-level (A1) Arabic grammar, vocabulary and everyday expressions.
  • Development used the ADDIE model. Experts validated the materials and the app during development and again at the evaluation stage. Results are reported qualitatively and descriptively.
  • The app contains 21 lesson titles, each with four parts: conversation, rule, deepening and practice questions.
  • Core grammar topics are introduced step by step:
    • verb types: mâdhi, mudhâri', amr
    • number: mufrad, mutsanna, jama'
    • gender: mudzakkar, muannats
    • definiteness: ma'rifah, nakirah
  • The paper includes a table describing CEFR competencies from A1 to B2 adapted for Arabic. The authors name a CEFR-based curriculum usable by learners from any educational background as the study's distinctive contribution.

Interesting ideas

  • I1. Level caps on content: each level teaches only a deliberately limited subset of the grammar, and the rest is postponed, so learners are not swamped early. — For Mova (answer): School-course tests and QA sets could be tagged with CEFR-like difficulty levels, so reader accuracy is reported per level and we can see where comprehension starts to fail.
  • I2. Fixed four-part lesson template: every unit pairs a dialogue with an explicit rule, a deepening section and practice items, so a rule is always shown in use and then tested. — For Mova (back): Generation could produce lesson-style bundles for a grammatical construction (a usage example, an explained rule, a check question), which gives a structured, explainable test of the text → graph → text path.
  • I3. Core rules without exceptions first: entry-level explanations deliberately leave out advanced exceptions and add complexity layer by layer. — For Mova (learn): Self-induced repair rules could be grown the same way, committing the general pattern first and adding exceptions only when evaluation shows the core rule misfiring.
  • I4. Two-way dialogues as the main input: because CEFR is communicative, every lesson opens with a short exchange between two speakers rather than isolated sentences. — For Mova (frames): Simple graded two-party dialogues would be a clean test bed for speech-act and turn-level frame extraction before moving to messier conversational text.
  • I5. Expert validation before learners see the product: specialists review content and system during development, and learner feedback comes only afterwards. — For Mova (learn): Silver data and LLM-teacher outputs could pass a small expert-checked gate before being used for training, with downstream task feedback serving as a separate, later signal.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

Fields: Linguistics & languages

Cite

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.15408/a.v12i2.48673

@inproceedings{nurdianto2025developing,
  title = {{Developing an Android-Based Application for Arabic Grammar Learning Aligned with the Common European Framework of Reference (CEFR)}},
  author = {Nurdianto, Talqis and Zainuddin, Ghazali and Huda, Nurul and Amrulloh, M. Afif},
  booktitle = {Arabiyat 12},
  year = {2025},
  doi = {10.15408/a.v12i2.48673},
  url = {https://doi.org/10.15408/a.v12i2.48673}
}

References

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