Digital Scaffolding and Linguistic Features in Arabic MALL Application: A Socio-Cultural Comparative Evaluation

Abstract

The use of Arabic language learning applications is rapidly increasing, yet the quality and depth of the linguistic features they offer remain understudied. This study presents a comparative evaluation of the linguistic content embedded in three widely used Arabic learning applications: Nemo Arabic, Drops Arabic, and Mondly Arabic – viewed through the lens of  Socio-Cultural Theory (SCT). Employing a qualitative descriptive digital content analysis (application audit) supported by a literature review, this research examines six core linguistic dimensions: writing system, phonology, morphology, lexicon, syntax, and pragmatics. Findings show that each application offers distinct forms of digital scaffolding, ranging from static and multimodal to dynamic, supporting learners’ progress within the zone of Proximal Development (ZPD) in different ways. Drops excels in visual mediation for early literacy, Nemo strengthens lexical and phonological retention through repetition, while Mondly provides the richest social scaffolding via dialogue simulation and voice recognition. However, none of the three applications achieves comprehensive integration across all linguistic aspects, particularly morphology and pragmatic context. These findings highlight the fragmented nature of current digital Arabic learning tools and point to the need for more holistic, theory-informed app design. The study offers practical implications for developers and educators seeking linguistically robust and pedagogically sound Arabic learning applications.