Abstract
This review examines instructional design principles from Behaviorist, Cognitivist, Constructivist, and Contemporary learning inspired models within the landscape of Arabic language education research. Specific characteristics from instructional design models suchs as ADDIE, Morrison, Ross, and Kemp, ASSURE, and Rapid Prototyping are explored within the context of the Arabic classroom that uses technology integration. It will be shown that there is a need for more studies to emphasize the importance of design within course development to benefit both instructors and learners of Arabic. This synthesis of current research will be helpful to Arabic educators and researchers in determining best collaborative and comprehensive strategies for designing effective Arabic language learning environments to propel the field into the future. 
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