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This study investigated the effect of Google Classroom in improving writing skills among students in both Arabic and English departments at Umm Al-Qura University in Saudi Arabia. The researchers randomly selected 84 male students to participate and employed a quasi-experimental, integrating Google Classroom into all writing teaching activities for the experimental group over nine weeks. Data collection involved administering pretest and posttest English writing tests to 40 English language students and pretest and posttest Arabic writing tests to 44 Arab language students. The results indicate statistically significant differences (p = 0.000 (p < 0.05) between the mean scores of students studying Arabic and English writing via the Google Classroom environment and those taught the same lessons through the traditional lecture methods in the post-test, favoring experimental groups. Moreover, this study indicates that Arabic and English writing learners commit similar errors in their writing samples but with differing frequencies and percentages. English writing learners commit writing errors such as in spelling (28.58%), punctuation (10.63%), sentence structure (7.41%), fluency (7.90%), use of inappropriate tenses (6.05%), paragraph coherence (6.93%), paragraph unity (4.59%), linking words (5.37%), accuracy (6.73%), inconsistent point of view (5.37%), unrelated meaning (4.39%), and finally articles (6.05%). Arabic writing learners similarly make writing errors in spelling (21.79%), punctuation (12.33%), sentence structure (7.86%), fluency (7.65%), use of inappropriate tenses (7.54%), paragraph coherence (7.00%), paragraph unity (7.01%), linking words (6.91%), accuracy (6.91%), inconsistent point of view (6.06%), unrelated meaning (5.42%), and finally articles (3.40%). [ABSTRACT FROM AUTHOR]

There are some factors influencing teaching and learning of foreign language. In teaching Arabic, for example, linguistic factors, such as Phonology, Grammatical rules, Morphology, and Vocabulary. Non linguistic factor also influences teaching and learning Arabic, for example, teaching aids, teaching method, age and environment. Teaching method in Arabic classroom is one of the important factor. This article discusses how linguistic factor and non linguistic factor influenced Arabic Classroom. DOI: 10.15408/a.v1i2.1137

Teaching strategy is very important in Arabic Classroom. It covers design and dimension. One of the model in the instructional design is discovery learning. In teaching Arabic language discovery model called guided discovery. In this model the exposure of linguistic material is given firstly, and followed by the rule of language. DOI: 10.15408/a.v1i2.1139