DIGITAL TOOLS FOR ENHANCING ARABIC VOCABULARY ACQUISITION: A BIBLIOMETRIC ANALYSIS

Abstract

The study provides a bibliometric analysis of research on "Digital Tools for Enhancing Arabic Vocabulary Acquisition," aiming to understand emerging trends, influential contributors, and international collaborations in this domain. With the rapid growth of digital language learning tools, particularly for Arabic—a language with unique linguistic characteristics—there is a need to assess the research landscape and identify key focus areas. Despite increasing attention to Arabic vocabulary acquisition, a gap persists in systematically analyzing the scope and impact of digital interventions. This analysis uses data retrieved from the Scopus database, totaling 1,166 documents, with VOSviewer and Scopus Analyzer tools employed to visualize keyword trends, co-authorship patterns, and citation networks. Findings reveal a steady increase in publications over the years, with a sharp rise after 2020, likely spurred by the COVID-19 pandemic's push towards digital learning solutions. Prominent keywords include "language acquisition," "digital game-based learning," and "artificial intelligence," indicating a shift towards integrating interactive and adaptive technologies in Arabic language education. The United States, China, and the United Kingdom are identified as leading contributors, with significant collaborations also evident across European and emerging countries. This diverse global research network highlights a collaborative approach to addressing challenges in Arabic vocabulary acquisition. Overall, the analysis underscores the growing importance of digital tools in enhancing Arabic vocabulary learning, pointing towards an evolving field where foundational language acquisition theories intersect with technological advancements. This study offers valuable insights for educators, researchers, and policymakers interested in fostering Arabic language acquisition through innovative digital solutions.