Technology-Enhanced Language Learning: A Case Study of a Language Lab Initiative in the UAE
DOI:
https://doi.org/10.35516/Hum.2026.12034Keywords:
language labs, Technology-enhanced learning, Educational technology integration, Arabic language education, UAE schools.Abstract
Objectives: This study aimed to explore the implementation and perceived impact of a technology-enhanced language laboratory in a private K–12 school in the UAE. It also aimed to identify how the lab supported Arabic as a First Language (AFL) and Arabic as a Second Language (ASL), enhance student engagement, and promote teacher professional development within a digitally enriched learning environment.
Methods: The study used a qualitative case study design,drawing on semi-structured interviews, classroom observations, and document analysis. The initiative integrated information and communication technologies (ICT) to support multimedia-based learning, interactive speaking and listening tasks, and blended language instruction.
Results: The study results showed that that the lab fostered authentic, collaborative, and interactive learning experiences increased student motivation, and offered a space for pedagogical reflection. The study results also showed that full institutional integration was hindered by scheduling limitations, inadequate teacher training, and the absence of long-term sustainability planning.
Conclusion: The study presents a potentially transferable model for multilingual, technology-supported language learning in the UAE and wider Gulf region. It also recommends that educators, school leaders, and policymakers ought to seeking to implement or enhance digitally enriched, context-responsive language education frameworks aligned with evolving educational technology practices.
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