THE MEDIATING ROLE OF DIGITAL INFORMAL ARABIC LEARNING IN THE RELATIONSHIP BETWEEN ACADEMIC GRIT, LEARNER AUTONOMY, AND INTERCULTURAL COMMUNICATIVE COMPETENCE

Abstract

Learning arabic for non-native speakers plays a crucial role in building intercultural communicative competence, yet the mechanism of how students' internal factors interact with digital environments to achieve this competence remains to be fully explored. This study aims to investigate the mediating role of the digital informal arabic learning environment in the relationship between academic grit, learner autonomy, and icc. employing a quantitative approach with partial least squares structural equation modeling (PLS-SEM). This research examines a structural model developed based on a literature review. The analysis results demonstrate that academic grit and learner autonomy significantly enhance students' engagement in digital informal learning environments. a crucial finding reveals that dile acts as a full mediator in the relationship between learner autonomy and icc, and as a partial mediator between academic grit and ICC. This indicates that while students may possess high autonomy, the development of their intercultural competence heavily relies on active engagement with digital platforms that provide authentic cultural content. this study reinforces self-determination theory and suggests that educators should integrate informal digital tools to effectively bridge students' internal attributes with the mastery of intercultural competence.