Exploring the Impact of Finger-Point Reading: A Scaffolding Strategy for University Students Beginning to Learn Arabic in China

Authors

  • Xuan Di

    School of Oriental Languages, Anhui International Studies University, Hefei 231201, China
  • Siqi Gao

    School of Oriental Languages, Anhui International Studies University, Hefei 231201, China
  • Ruihua Li

    School of Oriental Languages, Anhui International Studies University, Hefei 231201, China
  • Jingjing Chan

    School of Oriental Languages, Anhui International Studies University, Hefei 231201, China

DOI:

https://doi.org/10.30564/fls.v7i5.9537
Received: 16 April 2025 | Revised: 20 April 2025 | Accepted: 25 April 2025 | Published Online: 7 May 2025

Abstract

In recent years, more and more universities in China have started to open a Faculty of Arabic, and as a result, Arabic education has received increasing attention in China. Chinese university-level students are faced with certain challenges from a psychological aspect and from the aspect of learning a new language when learning at the beginning stage of Arabic learning. To assist Arabic beginners in overcoming challenges encountered during lower-level Arabic learning and improve students' learning efficiency of Arabic language, the study is devoted to investigating challenges faced by lower-level non-native Arabic learners and analysis of finger point reading (FPR) as a strategy scaffold for New Arabic Textbook Volume 1 (NATV1) learning for Chinese university-level learners by applied qualitative case study method and taking New Arabic Textbook Volume 1 (NATV1) as an example. The research data is collected through observation and documentation methods. Based on the theory of Vygotsky’s ZPD, this study forms a few aspects to prove the need for integrating FPR as scaffolding support in NATVI learning. The implication of the study includes promoting FPR for beginning stage Arabic learners in China and practicing FPR as a strategy of learning for all NALL globally in lower level of Arabic learning.

Keywords:

Finger Point Reading; Arabic Language Learning; Theory of Vygotsky’s ZPD; Non-Native Arabic Learner

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How to Cite

Di, X., Gao, S., Li, R., & Chan, J. (2025). Exploring the Impact of Finger-Point Reading: A Scaffolding Strategy for University Students Beginning to Learn Arabic in China. Forum for Linguistic Studies, 7(5), 604–615. https://doi.org/10.30564/fls.v7i5.9537

Issue

Vol. 7 , Iss. 5 (May 2025)

Article Type

Article

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Copyright © 2025 Xuan Di, Siqi Gao, Ruihua Li, Jingjing Chan

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.