Learning Arabic beyond the classroom: A narrative inquiry into autonomous digital learning

Abstract

This article explores the experience of learning Arabic beyond formal classroom settings through autonomous digital learning. Using a narrative inquiry approach, the study examines my personal journey of developing Arabic language proficiency by engaging with digital resources such as mobile applications, online courses, social media, and video platforms. The narrative highlights how intrinsic motivation, self-regulated learning strategies, and consistent engagement with technology shaped my learning process. It also reflects on the challenges encountered, including maintaining discipline, selecting appropriate learning materials, and balancing language skills development without direct teacher guidance. By analyzing these lived experiences, the study demonstrates how digital environments can foster learner autonomy and sustain motivation in foreign language learning. The findings contribute to the growing discussion on autonomous learning by illustrating the dynamic relationship between motivation, technology, and personal agency in Arabic language acquisition. This narrative offers insights for learners, educators, and researchers interested in promoting effective self-directed language learning in digital contexts.