Digital Learning Tools in Language Education: An Explanatory Model of Their Effects on Language Skills and Quality of Life

Abstract

This study examines the extent to which Arabic language teachers employ digital learning tools and proposes an explanatory model of their effects on language skills development and students’ quality of life. An explanatory approach was adopted, and data were collected through a questionnaire administered to a sample of 266 Arabic language teachers. Overall, the use of digital learning tools was high across all dimensions. Lesson preparation recorded the highest level, followed by quality of life, lesson implementation, and lesson evaluation. The results indicate that digital learning tools have a positive effect on both language skills development and quality of life. Among the examined dimensions, lesson implementation showed the strongest effect, whereas lesson preparation did not yield a statistically significant effect. Language skills also showed a direct positive effect on quality of life. In addition, the findings indicate an indirect effect of digital learning tools on quality of life through language skills, supporting the mediating role of language skills in explaining the relationships among the study variables.