The Implementation of BENEYLU Platform in the Teaching and Learning Process of Arabic as a Foreign Language

Abstract

This empirical study explores the impact of integrating the digital platform "Beneylu" on the teachingand learning of Arabic as a Foreign Language (AFL) within the network of French mission schools in Morocco. An assessment of the current state of AFL learning reveals students fail achieving expected A1 and A2 levels of the Common European Framework of Reference for Languages (CEFR). National evaluation outcomes and exponentially increasing exemptions granted at primary's end illustrate this issue. This field observation questions existent didactic selections and evaluating the role of technology in enhancing learning, urging innovative practice searches. Consequently, does integrating the "Beneylu" platform into the teaching/learning process positively influence the learning of AFL? The main hypothesis posits that using this platform enhances AFL learning by facilitating differentiated pedagogy and reinforcing learner autonomy.  Anchored in a positivist approach and a deductive reasoning, the study adopts a quantitative methodology to gather objective data on the impact of integrating the platform. It relies on experimental data describing and examining this impact on learner performance. The research involved 82 Albert CAMUS School students. Learning outcome data were gathered through pre- and post-integration evaluations and comparative analyses using Beneylu. The data were analyzed using SPSS software's descriptive and inferential statistics. Results indicate "Beneylu" platform integration significantly improves Arabic language learning by allowing customized learning, thereby confirming initial hypothesis. This study underscores the effectiveness of digital platforms in addressing current challenges in teaching Arabic as a Foreign Language and suggests avenues for future artificial intelligence-era educational technology research, particularly concerning language teaching.