Developing a CEFR A1 Arabic Language Teaching Module through Integrated Instructional Design Models

Arabic language education in Malaysia has been implemented through diverse approaches, yet its effectiveness remains constrained by the lack of integrated modules that align with international standards. Existing modules are generally generic, insufficiently tailored to learners’ actual proficiency levels, and offer limited instructional guidance for teachers in planning instructional activities. Accordingly, this paper aims to develop an Arabic language teaching module at the CEFR A1 level through the integration of three major instructional design models; Dick and Carey (1978), ADDIE (2009), and the Successive Approximation Model- SAM (2012). Conceptual analysis is employed to explore the contribution of each model across five phases—analysis, design, development, implementation, and evaluation. The integration of these models results in a hybrid framework that ensures alignment among objectives, strategies, and assessment, while incorporating flexibility through prototyping and iterative refinement. The proposed module is expected to provide teachers with practical guidance, including clearly defined learning outcomes, theme-based communicative activities, and assessment instruments aligned with CEFR A1 descriptors. This study underscores a systematic and practical approach to the development of CEFR A1 Arabic language modules, thereby enhancing teaching and learning effectiveness while supporting international standards in foreign language education.