HRMARS - The integration of digital technologies in education has created new opportunities for enhancing language learning; however, the availability of pedagogically grounded digital resources for Arabic vocabulary instruction at the primary level remains limited. This paper addresses this gap by proposing a conceptual framework to guide the design of an interactive digital audio book aimed at improving Arabic vocabulary acquisition among primary school learners. The framework integrates needs analysis, Multimedia Learning Theory, and Contextual Learning Theory to inform the development of a structured and engaging learning model. Drawing on existing literature, the study identifies key challenges in vocabulary learning, including limited exposure to auditory input, lack of interactive materials, and reliance on traditional instructional approaches. The proposed framework incorporates multimedia elements - such as audio, visuals, and interactivity - while positioning learner engagement and motivation as mediating factors in the learning process. It is expected that the integration of these elements will facilitate meaningful vocabulary acquisition and promote self-directed learning. This paper contributes to the literature by offering a theoretically informed model that aligns pedagogical principles with digital innovation in Arabic language education. Future research is recommended to empirically validate the effectiveness of the proposed framework in real classroom contexts.
Damsing et al. (Mon,) studied this question.