Employing Digital Storytelling to Achieve Cultural Competence among Non-Native Arabic Learners: A Descriptive Study

Abstract

This descriptive study aims to explore the educational role of digital storytelling in enhancing cultural competence among non-native learners of Arabic. Drawing on second language acquisition theories and contemporary models of digital content design, the paper argues that teaching language without its accompanying culture may result in ineffective communication—especially for learners from culturally distant backgrounds. The study emphasizes the integration of cultural competence as a core component alongside linguistic competence in second language education.

The paper highlights the structural and linguistic features of educational digital stories and their ability to simulate Arab social realities in engaging ways. It analyzes a sample digital story from an educational YouTube channel using a cultural content observation form. Key findings include the importance of incorporating cultural competence into Arabic language curricula for non-native speakers and using digital stories as purposeful educational tools-not merely for entertainment-while considering learners’ cultural backgrounds, cognitive styles, and language proficiency levels.

Keywords: Digital storytelling, cultural competence, educational strategies, Quranic stories, linguistic interaction, narrative content, social context, cultural analysis.