Optimizing Digital Literacy Applications for Inclusive Arabic Language Learning for the Visually Impaired

Odang Odang; Dedi Wahyudi; Wan Muhammad Shaker Wan Adnan; Zulli Umri Siregar; Salma Kamila Insani; Saidati Nur Rahmatilah

doi:10.17509/alsuniyat.v9i1.97411

Optimizing Digital Literacy Applications for Inclusive Arabic Language Learning for the Visually Impaired

Odang Odang, Dedi Wahyudi, Wan Muhammad Shaker Wan Adnan, Zulli Umri Siregar, Salma Kamila Insani, Saidati Nur Rahmatilah

Abstract

The limited availability of learning media that are accessible and friendly to visually impaired learners remains a significant challenge in Arabic language education. This study aims to optimize inclusive digital literacy through the development of the Arabicara application as a learning medium for visually impaired students. Arabicara is a cloud-based mobile application equipped with key accessibility features, including Text-To-Speech (TTS), a voice-based dictionary, Optical Character Recognition (OCR), audio navigation, and tiered learning materials adapted to users' abilities. By converting printed and digital Arabic text into immediate audio output, the integration of TTS and OCR enables students to study materials and practice vocabulary independently without depending on sighted assistants. This research employed a mixed-methods approach using pretest and posttest instruments, observation, interviews, and documentation to examine the implementation of Arabicara in Arabic language learning. The findings indicate a substantial improvement in learners' vocabulary (mufrodat), grammar (qawa'id), and listening (istima') skills, with average scores increasing from 22.19 to 57.77 on a 100-point scale. In addition, users demonstrated improved understanding and utilization of key features such as TTS and OCR. These results confirm that Arabicara is effective in enhancing digital literacy and supporting inclusive Arabic language learning for visually impaired students.

Keywords

Arabic Language; Arabicara Application Blindness; Digital Literacy Inclusive Education

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DOI: https://doi.org/10.17509/alsuniyat.v9i1.97411