Tarbiat Modares University The Journal of Research in Humanities 2383-4269 32 3 2025 10 01 Designing Self-Learning Content for E-Learning Arabic Language for Health Tourism Using E-Learning Modules Designing Self-Learning Content for E-Learning Arabic Language for Health Tourism Using E-Learning Modules 28013 AR Seyed Reza Moudsvi PhD candidate in Arabic Language and Literature, Tarbiat Modares University, Tehran, Iran. Isa Motagizadeh Professor of Arabic language and literature: Tarbiat Modares University, Tehran, Iran. Faramarz Mirzaei Professor of Arabic language and literature: Tarbiat Modares University, Tehran, Iran. Javad Hatami Professor of Educational Technology: Tarbiat Modares University, Tehran, Iran. Journal Article 2024 01 30 E-learning modules can play a prominent role in the success and facilitation of the process of learning Arabic for health tourism purposes, because this type of learning Arabic usually falls outside the scope of university education, which leads to some problems such as high learning costs and the inability of all learners to attend in a specific place and time; self-learning in e-learning environments can break these restrictions and provide a solution to these problems. Although there has recently been increased interest in designing content for learning Arabic for non-native speakers online, building content for learning Arabic for the purpose of health tourism online has remained neglected. This is considered a problem, given that medical tourism has flourished significantly in recent decades, and Arabic language graduates can benefit from it as an available job opportunity. From this standpoint, the current study seeks to design e-modules for learning Arabic for medical tourism online on their own in light of the general model of instructional design (ADDIE), which consists of five stages: analysis, design, development, implementation, and evaluation. This study adopted the survey approach and used two tools to collect the necessary data: interviews and questionnaires. The study sample in the analysis phase consisted of 5 specialists and 9 learners, and in the remaining four phases of the ADDIE model, 45 learners participated in an online course to learn Arabic for medical tourism in order to evaluate the designed content. The educational course was held on the website (morshedsyahi.com) developed by the researchers. The study concluded that the objectives formulated by the researchers were consistent with the learners’ desires, the designed units and lessons were consistent with the desired objectives, and each of the learning environment, educational strategy, evaluation methods, and contents helped learners achieve the desired objectives, and the criteria mentioned by the specialists were taken into account in designing the electronic educational modules.   E-learning modules can play a prominent role in the success and facilitation of the process of learning Arabic for health tourism purposes, because this type of learning Arabic usually falls outside the scope of university education, which leads to some problems such as high learning costs and the inability of all learners to attend in a specific place and time; self-learning in e-learning environments can break these restrictions and provide a solution to these problems. Although there has recently been increased interest in designing content for learning Arabic for non-native speakers online, building content for learning Arabic for the purpose of health tourism online has remained neglected. This is considered a problem, given that medical tourism has flourished significantly in recent decades, and Arabic language graduates can benefit from it as an available job opportunity. From this standpoint, the current study seeks to design e-modules for learning Arabic for medical tourism online on their own in light of the general model of instructional design (ADDIE), which consists of five stages: analysis, design, development, implementation, and evaluation. This study adopted the survey approach and used two tools to collect the necessary data: interviews and questionnaires. The study sample in the analysis phase consisted of 5 specialists and 9 learners, and in the remaining four phases of the ADDIE model, 45 learners participated in an online course to learn Arabic for medical tourism in order to evaluate the designed content. The educational course was held on the website (morshedsyahi.com) developed by the researchers. The study concluded that the objectives formulated by the researchers were consistent with the learners’ desires, the designed units and lessons were consistent with the desired objectives, and each of the learning environment, educational strategy, evaluation methods, and contents helped learners achieve the desired objectives, and the criteria mentioned by the specialists were taken into account in designing the electronic educational modules.   https://aijh.modares.ac.ir/article_28013_42b88c8b68686b308746c7b9667ecb2c.pdf