English-Mediated Arabic Comprehension: A Systematic Review of Contrastive Grammar, Translanguaging, and Metalinguistic Awareness in Arabic as a Foreign Language Learning

Abstract

This study examines English-mediated Arabic comprehension through a systematic literature review of contrastive grammar, translanguaging, and metalinguistic awareness in Arabic as a foreign language learning. The review responds to the growing reality that Arabic is increasingly learned in multilingual, transnational, digital, and English-mediated academic environments, where learners often encounter Arabic through English-based textbooks, dictionaries, grammar explanations, online platforms, and scholarly resources. Although English is sometimes viewed as a source of dependency in Arabic learning, this study argues that English can function as a strategic cognitive and pedagogical bridge when it is used selectively to support Arabic comprehension. The review analyzed recent literature published between 2022 and 2026, focusing on Arabic-English contrastive grammar, translanguaging practices, English-medium instruction, Arabic learning trends, and metalinguistic awareness. The findings reveal four major themes: English as a mediating language, contrastive grammar as a pathway to Arabic understanding, translanguaging as pedagogical support, and metalinguistic awareness as the core cognitive outcome. The study proposes a four-stage model of English-mediated Arabic comprehension consisting of access, comparison, negotiation, and internalization. This model positions English not as a replacement for Arabic, but as a temporary scaffold that helps learners move toward deeper Arabic-based understanding. The study contributes to Arabic language pedagogy by offering a conceptual framework for using English responsibly, critically, and strategically in multilingual Arabic learning contexts.