Arabic-English code-mixing is well known as Arabizi. Arabizi is a language phenomenon distinguished among young Arab in particular nowadays. This research is to identify the level of Arabizi consumption among Arab students. The results should assist language experts and Arab governments to ascertain the extent of Arabizi in threatening the Arabic. A total of 1454 students participated in the study and selected randomly from 16 public schools in Saudi Arabia. The study utilized a questionnaire and focused on two different types of Arabizi, spoken and written. Spoken Arabizi measured based on 50 selected Arabizi words using Cronbach's Alpha scale, while written Arabizi measured based on 14 distinguished Arabizi alphabets using percentage statistics. Findings have shown the level of spoken Arabizi consumption is low and written Arabizi is moderate. The study concludes even the Arabizi has experienced great expansion that it is still in the early age. Experts should, however, carefully confront Arabizi and start a renaissance of Arabic opposing Arabizi starting today, considering its potentially harmful impact in future.

This study investigates the impact of using smartphones to develop Arabic speaking skills among Arabic non-native speakers through a language game. The experiment was conducted by introducing the independent variable (language game on smartphone) on the study sample of 15 University of Sydney students learning Arabic at the beginner level. The experiment was conducted throughout semester 2/2015. Students spent 24 hours of self-study using the language game via smartphones. They were subjected to a pre- and a post-oral test to measure the impact on the speaking skill development in four major aspects namely confidence level, pronunciation, grammar and understanding. The data were analysed quantitatively using T-test and findings showed significant statistical differences On the whole, this study shows that using language games on smartphones has a positive effect on the speaking skill development of the students.

The goal of the study was to determine the challenges that Arabic language lecturers in Malaysian universities face when teaching Arabic to non-native speakers using digital education during the Coronavirus pandemic, as well as the extent of the effectiveness of digital education in teaching Arabic to non-Arabic-speaking students, and what challenges they face. In order to suit the nature of the research and its objectives, the researchers resorted to employing the descriptive approach based on the identified problem of the study. The current study aims to define and analyze the digital education situations for teaching Arabic in Malaysian universities. The data was obtained utilizing an interview method to access the intended metadata, and it was conducted with (6) lecturers from various Malaysian universities that used digital education to teach Arabic to non-native speakers during their home isolation. The NVIVO program was also used to evaluate the interview data in order to determine the issues they confront. According to the findings of the study, the use of digital education in teaching Arabic to non-native speakers has encountered numerous challenges in asynchronous education, educational platforms, fees and costs, updating information, cooperative learning, scalability, awareness, low adoption rate, communication problem, digital illiteracy, electronic content, participation and interaction during the lesson. According to the findings, it is critical to keep up with the changes and use technology and digital in teaching Arabic to non-native speakers. The challenges of digital education that the Arabic language faces today in terms of teaching the language to non-Arabic speakers is a reality that everyone faces in all modern and emerging aspects that leave an effective imprint in the future.