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Abstract

Arabic language learning requires instructional approaches that facilitate meaningful interaction and active learner participation, particularly in developing communicative competence. Although Vygotsky’s social constructivist principles have been widely applied in language education, their specific application and empirical patterns in Arabic language learning remain insufficiently synthesized across the existing literature. This study examines the application of Lev Vygotsky’s social constructivist principles in Arabic language learning. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 principles using Scopus, Google Scholar, and related databases. Studies published between 2015 and 2025 were screened based on predefined eligibility criteria, resulting in 15 studies for thematic synthesis. Data were organized according to research context, design, Vygotskian constructs, learning activities, language skills, findings, and limitations. The findings indicate that social interaction through group discussion, peer learning, and muhadatsah serves as the primary mechanism for engaging learners within their ZPD, particularly when interaction is purposeful and task-oriented. Speaking was the most frequently emphasized skill, followed by listening, whereas reading and writing received comparatively less attention. Teacher mediation through modelling, corrective feedback, and graduated scaffolding further supported learning development. Overall, Vygotskian principles provide a coherent framework for Arabic language instruction that emphasizes purposeful interaction, oral practice, and appropriately calibrated teacher support.

Keywords

Social Constructivism Zone of Proximal Development Scaffolding Arabic Learning

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How to Cite
Zahrah, H. (2026). Vygotsky’s Principles of Social Constructivism in Arabic Language Learning: A Systematic Literature Review. Indonesian Journal of Arabic Education and Learning, 2(2), 150–161. https://doi.org/10.58363/ijael.v2i2.1097
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