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Journal articles on the topic 'Arabic language in Pakistan'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Jameel, Mahir, and Shafeeq ur Rahaman. "http://habibiaislamicus.com/index.php/hirj/article/view/101-110." Habibia Islamicus 4, no. 2 (December 17, 2020): 101–10. http://dx.doi.org/10.47720/hi.2020.0402a07.

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Arabic is the language of the holy Qura’n which was sent for the guidance of the entire humanity. Thus, Arabic has become the language of Islam. Since arrival of Islam in the Subcontinent, the Muslims in this region played a significant role in maintaining the language of the Qura’n. They learned this language to understand the holy Qura’n, Hadith and the religious sciences. As a result, religious consciousness spread far and wide in the Subcontinent. The study covers Pakistani institutions that affiliated with Wifaq-ul-Madaris Alarabiah Pakistan(A Board of Islamic and Arabic educational institutes in Pakistan) and offer Arabic as language, it measures effectiveness of such offering, outlines the issues of such offering and finally covers the learning outcomes of individual and as well as in group. The method used for conducting study is through survey and interview based quantitative methods.
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Raees Uddin, Umair. "http://habibiaislamicus.com/index.php/hirj/article/view/198." Habibia Islamicus 5, no. 2 (June 26, 2021): 123–39. http://dx.doi.org/10.47720/hi.2021.0502u09.

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Prof. Dr. Ihsan-ul-Haq was a prominent scholars of Arabic and Islamic studies who played a vital role in the promotion of Arabic language and literature and awaking of Muslim nation in in Pakistan. Dr. Ihsan was a great Islamic preacher, good writer, eloquent speaker, compassionate and exemplary teacher, an excellent researcher, good mentor and reformer as well. He always strived for the understanding of the Qur'an and the teaching of the Arabic language in Pakistan. He loved Arabic language very much. Listening, speaking, reading and writing Arabic was his favorite pastime. He edited various textbooks in Arabic to develop the expertise of the students in Arabic language. He was also a great admirer of Urdu language. His sermons, speeches, lectures, articles and scholarly writings published in Urdu language were very easy, simple and neat. He speaks in a common sense according to the mental level of the listener and the reader so that the right of communication can be exercised. In this study, I have viewed the impact of Arabic language in his literary services. I adopted the method of description, analytics and historical criticism which covers all the aspects.
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Iyengar, Arvind. "Variation in Perso-Arabic and Devanāgarī Sindhī orthographies." Written Language and Literacy 21, no. 2 (December 31, 2018): 169–97. http://dx.doi.org/10.1075/wll.00014.iye.

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Abstract The Sindhī language has been written in numerous scripts throughout its history. However, in the twentieth century, Perso-Arabic and Devanāgarī emerged as the dominant scripts for the language. Today, Perso-Arabic is the sole official script for Sindhī in Pakistan, while both Perso-Arabic and Devanāgarī are in concurrent use for the language in India. This paper identifies and analyses areas of orthographic standardisation and variation in the Perso-Arabic and Devanāgarī scripts for Sindhī, focusing primarily on practices in the Indian context. It first classifies orthographic variation into that stemming from phonological ambiguity, and that which is purely graphematic. The former includes the representation of reduced vowels, gemination, vocalic endings, loanwords, consonant clusters and sounds of unclear phonemic status. The latter includes the shapes and positioning of diacritics, allographs, derivative graphemes and collation orders. The paper concludes by summarising the possible pedagogical implications of such orthographic standardisation and variation.
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Джалилова, Б. Т. "ЧЕТ ӨЛКӨЛҮК (ПАКИСТАНДЫК, ИНДИЯЛЫК) СТУДЕНТТЕРГЕ КЫРГЫЗ ТИЛИНИН АЛФАВИТИН ҮЙРӨТҮҮНҮН УСУЛДАРЫ." Vestnik Bishkek Humanities University, Issue 52-53 (October 21, 2020): 44–47. http://dx.doi.org/10.35254/bhu.2021.52.14.

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Аннотация: Азыркы учурда Кыргызстанга келип, медициналык билим алууга кызыккан студенттердин көбүн Пакистан менен Индиялыктар түзөт. Тилдердин ар түрдүү тайпасына таандык болгон кыргыз тилин окуп-үйрөтүү бир топ кыйынчылыктарды жаратат. Урду тили тилдердин индия тобуна, ал эми кыргыз тили түрк тилдеринин тобуна кирет. Студенттерге кыргыз тилинин алфавитин үйрөтүүдө алар түшүнгөн араб тилинен алынып, бизде да колдонулуп жүргөн сөздөрдү мисалга келтирсек, кыргыз тилди кабыл алуусу жана биздин тилге болгон кызыгуусу артат. Аннотация: В настоящее время заметна тенденция увеличения количества иностранных студентов, которые хотят обучаться медицине в Кыргызстане. Это в основном жители Пакистана и Индии. Их обучение кыргызскому языку порождает определенные трудности, так как данные языки являются разносистемными (язык урду относится к индийской группе языков, кыргызский язык- к тюркской группе языков) индоевропейской семьи. В связи с этим, при изучении алфавита, мы предлагаем методику преподавания кыргызского языка в сравнении с родным языком студентов, находя в их языке схожие слова арабского происхождения. Annotation: Currently, there is a tendency to increase the number of foreign students who want to study medicine in Kyrgyzstan. These are mainly residents of Pakistan and India. Teaching the Kyrgyz language poses certain difficulties, as these languages are in different language groups (Urdu belongs to the Indian language group, Kyrgyz to the Turkic language group) of the Indo-European family. In this regard, when studying the alphabet, we offer teaching methods Kyrgyz language in comparison with the native language of students, finding in their language similar words of Arabic origin. Keywords: Alphabet, Urdu, Arabic, Farsi, dialect, methodology, language competence, comparative training, history of language, group of language.
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Jawad, Saqib, Barkat Ali, Muhammad Assad, and Muhammad Sohail. "Urdu as Official Language: A Constitutional Mandate Compliance; Challenges; Prospective." Review of Applied Management and Social Sciences 4, no. 1 (March 31, 2021): 261–71. http://dx.doi.org/10.47067/ramss.v4i1.120.

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Though Urdu language has no religious background, it is inspired by Arabic a mother-tongue of Islam. However, after its development, Urdu was exclusively attributed to be the language of Muslims of the Sub-continent. They faced many challenges for the survival of Urdu during the Movement of Independence. For the same reason, after independence, Urdu was declared to be the National Language of Pakistan. Afterward, certain bodies were established for its proper implementation as official language of the country. This aspect is recognized as constitutional obligation in term of Article 251 of Constitution, 1973. Though, the government was given sufficient time for the compliance of the same, this task could not have been accomplished despite of lapse of almost fifty years. Even, the judicial verdicts could not make the concerned institutions mindful. Instead, English is the official language of Pakistan since independence. Of course, there is difference of opinion on the matter of Official Language. Among others, the medium of education and legislation including policy papers are the major issues which are on English pattern. However, if these issues are addressed, the constitutional obligation of implementing Urdu as official language may be ensured.
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KURZON, DENNIS. "Romanisation of Bengali and Other Indian Scripts." Journal of the Royal Asiatic Society of Great Britain & Ireland 20, no. 1 (November 30, 2009): 61–74. http://dx.doi.org/10.1017/s1356186309990319.

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AbstractThis article will discuss two attempts at the romanisation of Indian languages in the twentieth century, one in pre-independence India and the second in Pakistan before the Bangladesh war of 1971. By way of background, an overview of the status of writing in the subcontinent will be presented in the second section, followed by a discussion of various earlier attempts in India to change writing systems, relating mainly to the situation in Bengal, which has one language and one script used by two large religious groups – Muslims and Hindus (in modern-day Bangladesh and West Bengal, respectively). The fourth section will look at the language/script policy of the Indian National Congress in pre-independence days, and attempts to introduce romanisation, especially the work of the Bengali linguist S. K. Chatterji. The penultimate section deals with attempts to change the writing system in East Pakistan, i.e. East Bengal, to (a) the Perso-Arabic script, and (b) the roman script.In all cases, the attempt to romanise any of the Indian scripts failed at the national – official – level, although Indian languages do have a conventional transliteration. Reasons for the failure will be presented, in the final section, in terms of İlker Aytürk's model (see this issue), which proposes factors that may allow – or may not lead to – the implementation of romanisation.
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Halabi, Abdel, and Ashraf Kazi. "The Influence of Quran and Islamic Financial Transactions and Banking." Arab Law Quarterly 20, no. 3 (2006): 321–31. http://dx.doi.org/10.1163/026805506778388836.

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AbstractThe Quran is the holy book of the followers of Islam, where simple solutions to the day-to-day problems of life are discussed in detail. Whatever the nationality of a Muslim, the Quran and Islamic prayers remain in a single universal language called "Arabic". Thus, uniformity has been maintained throughout the world from the days of the Prophet Mohammed, in the seventh century to the twenty-first century. Financial transactions and banking based upon Shariah are growing rapidly today. Islamic banking has been widely accepted in many countries such as Pakistan, Malaysia, Brunei, and Saudi Arabia, and are an increasing presence in Canada and Australia. Islamic banking and financial transactions are different from conventional banks, and this has led to some criticisms. After tracing the history of Islamic Banking some of these criticisms are discussed. While Islamic Banking does face some challenges, it continues to grow, and this growth reflects the desire for social, political and economic systems based on Islamic principles.
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Ibrahim, H. "REFORMASI PENDIDIKAN HUKUM DALAM PERSPEKTIF ABU AL-A’LA AL-MAUDUDI." POTENSIA: Jurnal Kependidikan Islam 2, no. 2 (December 15, 2016): 255. http://dx.doi.org/10.24014/potensia.v2i2.2541.

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Looking at the various phenomena and human social status is not clear, especially in the state of Pakistan, the amount of depravity and nuances unsightly, and the vagueness of the law in the life of the application, push Abul A'la al-Maududi moved to reform legal education in Pakistan. Education reform law made Maududi can be seen in several steps: (1) master the Arabic language as a pre-condition for entering the legal academy; (2) study the Qur'an and hadith before beginning their education in the field of law; (3) The curriculum emphasizes the legal academy to three main subjects: the fundamentals of Islamic jurisprudence, the history of Islamic jurisprudence, and fiqh (neutral assessment on all the major schools of fiqh); and (4) together with the legal education curriculum reform, followed by upgrading the moral and character development of students.
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Habib-ur-Rehman, Hafiz, Haroon Idrees, and Ahsan Ullah. "Organization and usage of information resources at Deeni Madaris libraries in Pakistan." Library Review 66, no. 3 (April 3, 2017): 163–78. http://dx.doi.org/10.1108/lr-02-2016-0016.

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Purpose Deeni Madaris of Pakistan and their libraries are playing an important role in educating the large fraction of society. They have always been engaged in the development of social and cultural values of the Pakistani society. This study aims to investigate the organization of information resources and their utilization at Deeni Madaris libraries in the central Punjab, Pakistan. Design/methodology/approach Quantitative research approach was adopted for this study. A questionnaire was developed on the bases of related literature and discussions with experts of librarianship as well as Islamic studies in Pakistan. The questionnaire was sent to 49 Deeni Madaris, of which five did not have libraries and four did not respond. Forty (81.6 per cent) Deeni Madaris responded and provided the relevant data about their libraries. The collected data were analyzed through SPSS 22. Mostly descriptive statistics were applied to calculate the frequencies, percentage, means and standard deviations. A two-tailed t-test was applied to check the impact of cataloguing and automation on the use of information resources. Findings It was found that majority of the respondents developed their own classification and cataloguing methods for the organization of information resources and did not have a proper retrieval system. Majority of the respondents were providing lending services to readers. Teachers and final-year students were the key users of the libraries. They mostly referred to books, theses and serials written in Urdu and Arabic language. The situation of library computerization was very weak; only 19 libraries had computers and 11 of them have partially automated the library activities. Library automation and catalogue put positive effects on the use of library resources. Originality/value The exploration of the literature showed that libraries of Madaris in Pakistan have always been a priority, but these libraries did not get a position in the library literature as they deserve. This study will fill this gap.
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Hussain, Muhammad Sabboor, Aisha Farid, and Muhammad Shahbaz. "Interactive Teaching to EFL Learners in Saudi Arabia and ESL Learners in Pakistan: Issues and Implications." Global Regional Review IV, no. I (March 31, 2019): 281–91. http://dx.doi.org/10.31703/grr.2019(iv-i).30.

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The study aims to explore how far interactive teaching can produce desirable learning outcomes in educational institutions in Saudi Arabia with EFL paradigm and no scope of social interlocutions in English language in most of the areas. This is in sharp contrast to ESL paradigm as is observed in Pakistan. It points out possible implications of interactive teaching with the contrastive analysis of EFL and ESL paradigms. Using mixed method research design, a survey from learners and teachers in Pakistan and KSA, observations and interviews, it finds out that most of EFL/ESL learners and teachers realize the importance of interactive teaching in optimizing language learning; however, there are certain administrative, psychological and social factors that discourage its application: too much stress on class discipline, the anxiety faced by the learners on their turn of speaking, and the negative social image of the language specially in the context of Saudi Arabia.
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Khan, Sulaiman, Habib Ullah Khan, and Shah Nazir. "Offline Pashto Characters Dataset for OCR Systems." Security and Communication Networks 2021 (July 27, 2021): 1–7. http://dx.doi.org/10.1155/2021/3543816.

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In computer vision and artificial intelligence, text recognition and analysis based on images play a key role in the text retrieving process. Enabling a machine learning technique to recognize handwritten characters of a specific language requires a standard dataset. Acceptable handwritten character datasets are available in many languages including English, Arabic, and many more. However, the lack of datasets for handwritten Pashto characters hinders the application of a suitable machine learning algorithm for recognizing useful insights. In order to address this issue, this study presents the first handwritten Pashto characters image dataset (HPCID) for the scientific research work. This dataset consists of fourteen thousand, seven hundred, and eighty-four samples—336 samples for each of the 44 characters in the Pashto character dataset. Such samples of handwritten characters are collected on an A4-sized paper from different students of Pashto Department in University of Peshawar, Khyber Pakhtunkhwa, Pakistan. On total, 336 students and faculty members contributed in developing the proposed database accumulation phase. This dataset contains multisize, multifont, and multistyle characters and of varying structures.
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Arshad, Alia, and Farzana Shafique. "What do users prefer, card catalogue or OPAC?" Electronic Library 32, no. 3 (May 27, 2014): 286–95. http://dx.doi.org/10.1108/el-07-2012-0093.

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Purpose – The purpose of the study is to determine the most preferred catalogue format – card catalogue or online public access catalogue (OPAC) for searching library material in Oriental languages, i.e. Urdu, Arabic, Persian, Punjabi, Hindi, Sanskrit, Sindhi and Pashto of the Central Library, University of the Punjab, Lahore. It also explores the users’ searching behaviour for finding the library material in Oriental languages. Design/methodology/approach – A purposive sample of 100 respondents was chosen for this study. The questionnaire contained both close- and open-ended questions. SPSS (version 11.5) was used for quantitative analysis of data. Descriptive and inferential statistics were used for reaching conclusions. The qualitative data analysis software “X-Sight” was used for analysing the qualitative data. Findings – The study highlights the importance of both types of catalogue. Many of the findings of the study related to the card catalogue and OPAC are surprising when compared to their general perceptions. It is important to note that the users perceived the card catalogue as more effective for searching the library material in Oriental languages. However, they also face many problems while using both types of catalogues. Originality/value – It is the first study of its type in Pakistan that explored the users’ perceptions and behaviour of searching Oriental language material from the card catalogue and OPAC. The findings of the study are valuable for library management, not only at the Central Library of Punjab University but also for other libraries. These findings can help in making both card catalogue and OPAC more effective and user-centred. It will also assist them to improve weaknesses of both types of catalogues. Implications of the study – This study compares the users’ preferences for card catalogue and/or OPAC when searching Oriental language material. There are very few studies available on this subject and most of them are dated.
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Sabboor Hussain, Muhammad, Abdus Salam, and Aisha Farid. "Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners." International Journal of Applied Linguistics and English Literature 9, no. 4 (July 31, 2020): 15. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.15.

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This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL contexts were found intrinsically motivated to learn the English language. However, the Saudi EFL students, unlike ESL learners, lacked extrinsic motivation due to i) lack of an environment conducive for English language learning and ii) social disapproval of the English language learning. The extrinsic factors lacking for ESL learners in Pakistan are the provision of highly motivated and trained teachers, well-equipped classrooms, financial rewards, and a conducive learning environment in the institutions. Based on the findings, the study recommends that teachers must be trained to involve the intrinsically motivated students in challenging and encouraging activities. The teachers engaged in teaching to Saudi EFL learners need to exert more to create an excellent learning environment in their class to motivate and encourage their students towards learning of the English language, and to waive off the negative impact of social disapproval of the language outside the classroom.
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Bhatti, Zafar Iqbal, Muhammad Asad Habib, and Tamsila Naeem. "Number Marking in English and Thali: A Contrastive Study." International Journal of English Linguistics 10, no. 2 (February 13, 2020): 255. http://dx.doi.org/10.5539/ijel.v10n2p255.

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The aim of this paper is to explore the number system in Thali, a variety of Punjabi spoken by natives of Thal desert. There are three number categories singular, dual, and plural but all modern Indo Aryan languages have only singular and plural (Bashir & Kazmi, 2012, p. 119). It is one of the indigenous languages of Pakistan from the Lahnda group as described by Grierson (1819) in his benchmark book Linguistic Survey of India. Layyah is one of the prominent areas of Thal regions. The native speakers of Thali use this sub dialect of Saraiki in their household and professional life. The linguistic boundaries of the present Siraiki belt have changed under different linguistic variational rules as described by Labov (1963), Trudgal (2004), Eckert (2002) and Meryhoff (2008). There are many differences between Thali and Saraiki, on phonological, morphological and orthographical levels. Husain (2017) has pointed out linguistic differences between Saraiki and Lahnda and Thali is one of the popular languages of Lahnda spoken in different parts of Thal regions. According to the local language activists, Thali has been greatly influenced by Saraiki and Punjabi. The lexicon of Thali is composed for 20% of Punjabi, 45% of Saraiki, and 5% of loan words particularly English. Another particularity is that Perso-Arabic characters are used to write Thali. The most distinguishing characteristics of Thali are its parts of speech, word order, case marking, verb conjugation and, finally, usage of grammatical categories in terms of number, person, tense, voice and gender. In this perspective, number marking is the area to focus on noun morphology and exclusively on the recognition of number system in Thali nouns. The analysis of linguistic systems including grammar, lexicon, and phonology provide sound justifications of number marking systems in languages of the world (Chohan & García, 2019).
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Koderi, Koderi Koderi. "PRODUCT IMPLEMENTATION OF MOBILE LEARNING MEDIA TO IMPROVE STUDENTS’ ARABIC ACHIEVEMENT AT MADRASAH ALIYAH IN LAMPUNG INDONESIA." Science Proceedings Series 1, no. 2 (April 24, 2019): 76–78. http://dx.doi.org/10.31580/sps.v1i2.654.

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Koderi* Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University of Lampung Indonesia Achmad Maulana Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University of Lampung Indonesia Dwi Prasetyo Science & Engineering Faculty Nusa Cenada University of Kupang Indonesia *Corresponding author’s Email: koderi@radenintan.ac.id Author’s Biography (optional) Name : Dr. Koderi, S.Ag,. M.Pd For elementary school, he went to Sekolah Dasar Negeri 3 Poncokresno Indonesia and finished in 1985, while for secondary school he took it at Madrasah Tsanawiyah Negeri Pringsewu Indonesia and Madrasah Aliyah Negeri 2 Tanjung Karang Indonesia accomplished in 1988 and 1993 respectively. He got his Bachelor’s degree from IAIN Raden Intan Bandar Lampung in 1998 concentrating in Arabic education, his Master’s degree from Lampung University in 2008 majoring in Instructional Technology, and his Doctorate degree from Universitas Negeri Jakarta Indonesia in 2018 with similar concentration. He has been a lecturer since 2003 as well as an assessor of teacher sertification (PLPG) program since 2010 both at Tarbiyah and Teacher Training Faculty of Raden Intan State Islamic University of Lampung. Peer-review under responsibility of 3rd Asia International Multidisciplanry Conference 2019 editorial board (http://www.utm.my/asia/our-team/) © 2019 Published by Readers Insight Publisher, lat 306 Savoy Residencia, Block 3 F11/1,44000 Islamabad. Pakistan, info@readersinsight.net This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). _________________________________________________________ Research Highlights The study is dealing with the product implementation of mobile learning media for Arabic lesson by utilizing android communication tool with offline operational system. This is to explore the effectiveness of mobile learning media towards students’ Arabic lesson achievement. Data collection was carried out using pre-test and post-test with multiple choice test instrument. To analyze the data, the paired samples t-test was employed and it was obtained that the value of tcritical= 14.342 while the value of ttable = 2.086 at a significant level of α = 0.05. This means that tcritical = 14.342 > ttable = 2.086. Thus, H0 is rejected and H1 is accepted. As such, it can be concluded that the implementation of mobile learning media for Arabic lesson is highly effective to improve students’ achievement at Madrasah Aliyah (Islamic senior high school) in Lampung, Indonesia. Research Objectives This study is aimed at finding out the effectiveness of mobile learning media towards students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The findings are expected to theoretically and practically bring benefits to researchers, teachers, students and readers in terms of 1) contributing mobile learning media for a more effective Arabic lesson, 2) providing an independent learning source for students in line with technology advancement, 3) assisting teachers to create effective, efficient and innovative instruction, 4) being researchers’ valuable experience to contribute to education by optimizing the instructional media for Arabic lesson in the era of industry revolution 4.0. Instructional media is a communication tool to make the learning process more effective (Yetri, Koderi, Amirudin, S Latifah, 2019). The benefits of using mobile learning in general are: 1) more affordable than buying PCs and laptops, 2) more diverse and varied in delivering the learning material, 3) encouraging the teachers to carry out continuous learning because students always have their smartphones on them, 4) lowering the cost of the learning process because it does not have to be conducted in class, 5) having a better potential in providing experiential learning, 6) increasing literacy, 7) increasing the number of participants in education, and 8) having more communication features because they are able to send text, audio, and audio-visuals between mobile phones (Mehdipour, 2013). Materials and Methods The study belongs to implementation research (Experimental Research). The independent variable is mobile learning media, while the dependent one is students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The sample, a group of 35 students in class IX IPA as the experimental class, was taken using purposive random sampling technique. The study was conducted at Madrasah Aliyah Negeri 2 Bandar Lampung for 5 sessions in the odd semester of 2018/2019 academic year. Data were collected using test, observation, documentation and interview. Before implemented, the instruments had been validated by the experts of content and language to assure the content and construct validity. Data analysis was executed by comparing the scores of pre-test and post-test using the paired samples t-test. Prior to the use of t-test analysis, the normality test and homogeneity test were carried out as a prerequisite for conducting the t-test analysis. The normality test is a prerequisite test to find out whether the data used in the study is normally distributed or not so that it can be used to test the hypothesis. The normality testing technique of this study was the Liliefors test. The homogeneity test used in this study was the F-test. The results of the normality and homogeneity tests calculation showed that the data of pre-test and post-test was normally distributed and homogeneous. Results The implementation of mobile learning media for Arabic lesson at Madrasah Aliyah in Lampung, Indonesia shows high effectiveness to improve students’ achievement. It is in agreement with a previous study conducted by Halawani (2008) entitled “Arabic Sign Language Translation System (ArSL-TS) on Mobile Devices”, and its result is: “we proposed the ArSL-TS for the text translating into sign language animations on mobile devices. Since ArSL-TS is intended for mobile deaf users (Arab people), we based it on a standard Arabic sign language and provide animation and instant feedback about the meaning of the arabic text”. Another study entitled “E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students” which found out that the overall achievement of university level students improved with the implementation of a cost-free cooperative e-learning approach (Hassan and Fook, 2012). The relevant previous studies indicate that mobile learning instructional model affected positively upon the Arabic lesson achievement. In fact, with proper design mobile learning media may facilitate effective learning as students may find it easy to 1) attain expected competency, 2) explore knowledge and skills, 3) have longer retention of the learning materials, and 4) apply the lesson into practice (Koderi, 2014). Findings This research findings include 1) mobile learning media for Arabic lesson is characterized by the interesting and practical auditory visualization as well as variative questions for assessment; 2) mobile learning everywhere which means that students and teacher may use it anywhere and any time; 3) mobile learning friendly meaning that close relationship between teacher and students appear as they use the media together; 4) students can be concentrated to study by focusing on their personal small smartphonr screen; and 5) process of instruction will run more comfortably as with the use of mobile phone learning may take place more rapidly, and time of learning is adjustable to the activities and times of day. Acknowledgement The study was a collaboration of lecturer and student of Tarbiyah and Teacher Training Faculty at Raden Intan State Islamic University of Lampung Indonesia, and the lecturer of Science & Engineering Faculty at Nusa Cenada University of Kupang Indonesia with a shared fund scheme. References Halawani, S., 2008. Arabic Sign Language Translation System On Mobile Devices. IJCSNS Int. J. Comput. Sci. Netw. Secur. 8, 251–256. Hassan, M.A., Fook, F.S., 2012. E-learning modules supported by cooperative learning : Impact on Arabic language achievement among Qatar University students 1–16. Koderi, 2014. Pembelajaran Bahasa Arab Berbasis Media iPAD. Al-Bayan 6, 1–18. Yetri, Koderi, Amirudin, S Latifah, M.D.A., 2019. The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking. IOP Conf. Ser. J. Phys. Conf. 1155, 1–5. https://doi.org/10.1088/1742-6596/1155/1/012061 Yousef Mehdipour, 2, H.Z., 2013. Mobile Learning for Education: Benefits and Challenges. Int. J. Comput. Eng. Res. 3, 93–101. https://doi.org/10.1080/87567555.2011.604802
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Wachid, Fatchul, and Danis Nurul Yunita. "The Disclosure of Financial and Non-Financial Performance via Narrative Communication: Islamic Bank Annual Report." Sebelas Maret Business Review 4, no. 2 (November 28, 2019): 77. http://dx.doi.org/10.20961/smbr.v4i2.36042.

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<p>The main aim of this study is to compare and analyses the financial performance and non-financial analyses related to the corporate governance of Islamic banks, as reported in narrative communication. It also examines the presence of board impression management in leading the company through level optimism, positive emotion, and so on. The data is obtained from the annual report of two Islamic banks, which are BankIslami Pakistan Limited (BIP) from Pakistan and Warba Bank (WB) from Kuwait during 2012-2016. However, the analyses excluding 2014 because WB only provides a report in the Arabic language. Financial and other non-financial aspects comprising of country analysis, company-level analysis and narrative quality analysis are conducted to investigate the effect of how social system covers nation and company culture, governance structure, and management quality influence the performance of Islamic banks. The comprehensive content analysis method is used to measure the suitability of Islamic value and the impact of the non-financial institution; therefore, it can be the main contribution of this paper. The study found, in the financial aspects, WB has better performance that contributes to IFDI indicators and able to provide information about the source and disbursement zakat fund. Further, in non-financial performance found both Islamic banks still lack information in delivering detail contracts via <em>uqud</em>, environmental aspect, and code ethic of the employee. However, BIP poses bad political affairs in corruption level and role-duality within board structure that can contribute to the lack of transparency and the absence of independence.</p><p> </p>
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Tijjani, Bashir, Murtaza Ashiq, Nadeem Siddique, Muhammad Ajmal Khan, and Aamir Rasul. "A bibliometric analysis of quality research papers in Islamic finance: evidence from Web of Science." ISRA International Journal of Islamic Finance 13, no. 1 (December 31, 2020): 84–101. http://dx.doi.org/10.1108/ijif-03-2020-0056.

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Purpose The purpose of this study is to provide quantitative information on the growth of Islamic finance literature. The study focused on publishing trends, countries producing research on Islamic finance, key authors, major contributing organizations, authorship patterns, keywords and articles with the highest citations. Design/methodology/approach Bibliometric analysis is applied to analyse the growth and publishing trends in Islamic finance literature. The Web of Science (WoS) database was used to extract bibliometric data covering the period 1939–2019 for Islamic finance literature. Findings The study finds that Islamic finance research has gained remarkable momentum in the literature. However, such growth is largely manifested in Malaysia because of a conducive atmosphere for this type of research. Interestingly, the study finds that the three most productive journals are located in the UK and Malaysia, while Professor M. Kabir Hassan from the University of New Orleans, the USA appears to head the list of authors with 23 publications on Islamic finance. Practical implications This study provides up-to-date literature on the current state of Islamic finance in the world; as a result, it supports the development of policies by the Islamic finance industry. The findings of the study also serve as a reference point for Islamic finance training and educational institutions. Originality/value Islamic finance is an emerging financial discipline; as such, there is a need for more awareness of this financial system in the world. Muslim-majority countries, especially Saudi Arabia, Turkey, Indonesia, the United Arab Emirates (UAE), Pakistan and Bahrain, have to include Islamic finance in their curriculum and establish research institutions and research journals. In addition, Arabic language journals should be indexed in WoS and/or Scopus to provide a high-quality publication platform. This study provides a more comprehensive bibliometric analysis on the growth of Islamic finance literature (1939–2019) in the WoS database; most of the prior studies have covered relatively few areas of focus and a lower range of years in some cases.
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Hashim, Rosnani. "Secularism and Spirituality." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 116–18. http://dx.doi.org/10.35632/ajis.v24i3.1531.

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This compilation provides a systematic overview of the development andchallenges of Islamic education in Singapore. After the introduction by NoorAishah and Lai Ah Eng, Chee Min Fui focuses on the historical evolution ofmadrasah education (chapter 1) and Mukhlis Abu Bakar highlights the tensionbetween the state’s interest and the citizens’ right to an Islamic education(chapter 2). In chapter 3, Noor Aishah elaborates on the fundamental problemof the madrasah’s attempt to lay the educational foundation of both traditionaland rational sciences. Azhar Ibrahim surveys madrasah reforms inIndonesia, Egypt, India, and Pakistan in chapter 4, while Afiza Hashim andLai Ah Eng narrate a case study of Madrasah Ma`arif in chapter 5. Tan TayKeong (chapter 6) examines the debate on the national policy of compulsoryeducation in the context of the madrasah, and Syed Farid Alatas (chapter 7)clarifies the concept of knowledge and Islam’s philosophy of education,which can be used to assess contemporary madrasah education.Formal madrasah education in Singapore began with the establishmentof Madrasah Iqbal in 1908, which drew inspiration from Egypt’sreformist movement. This madrasah was a departure from traditionalIslamic education, which was informal and focused only on the traditionalsciences and Arabic. The madrasah’s importance and popularity in Singaporewas attested to by the fact that at one point, Madrasah al-Junied was“the school of choice for students from the Malay states, Indonesia and thePhilippines” (p. 10). After the Second World War, there were about 50-60such schools, mostly primary, with about 6,000 students using Malay asthe medium of instruction. The number declined with the introduction ofMalay-language secondary schools in the 1960s ...
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Malik, Muhammad Khan Abdul. "ELT Assessment Patterns Dictate Teaching-Learning Approaches: A Hindrance to Map out Employability and Life Skills." International Journal of English Linguistics 11, no. 3 (May 8, 2021): 74. http://dx.doi.org/10.5539/ijel.v11n3p74.

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There is a plethora of research on the multifarious dialogues on English Language as (EFL and ESL), its teaching-learning approaches, assessment patterns, the learners&rsquo; employ ability and their life skills. How all these aspects affect and influence one another, need further exploration. The most important and vital point is that English Language and Literature syllabus may be different in different colleges and universities but the assessment patterns are approximately the same. The alarming situation is that maximum questions are responded through cramming and rote learning where there is no reflection of creative skills and competency in English Language. However, exceptions are always there. The focus and significance of the present study is &ldquo;how can the ELT approaches and assessment patterns be adapted and transformed specifically to meet the demand of the labor market, employability and life skills. (i) the researcher collected and analyzed 75 Question Papers of English from the Kingdom of Saudi Arabia, India, Bangladesh and Pakistan, and (ii) developed questionnaires cum opinionnaires for the 50 ELT teachers and the students in Jazan University, Jazan (KSA), and administered online. To determine findings and conclusion, the collected data have been analyzed in the employability, life, and soft skills perspectives that confirmed the validity and reliability of the present research hypothesis.
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Wild, Stefan. "Muslim Translators and Translations of the Qur'an into English." Journal of Qur'anic Studies 17, no. 3 (October 2015): 158–82. http://dx.doi.org/10.3366/jqs.2015.0215.

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Until the 1940s, English translations of the Qur'an were (with the notable exception of translations by Indian Muslims early in the twentieth century) mostly undertaken by non-Muslims and viewed with some misgiving by most Muslim scholars. As late as 1929 the Egyptian al-Azhar, internationally regarded as the most prestigious Muslim organisation in the world, publically burnt a translation of the Qur'an, even though it had been translated by a Muslim. It was only well after the Second World War that the Egyptian authorities officially allowed the publication of a translation of the Qur'an. More recently, English translations by Muslims have proliferated and now flourish worldwide: as far as the number of Qur'an-translations is concerned, no other language is better represented. However, diverging English translations of the Qur'an have become more and more of a religious and political battleground. This article discusses the development of English from a ‘coloniser's language’ to an English ‘friendly to Islam’ – especially in India and Pakistan. It also sketches the impact of Christian missionary translations of the Qur'an into English and discusses the problems faced by scholars with regard to English as a powerful second language, specifically in terms of the King Fahd Complex for Printing the Holy Qur'an in Saudi Arabia, which has gradually taken prominence over Al-Azhar on the international stage since the 1980s.
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Afzal, Naeem, and Minah Harun. "News Framing of the Arab Spring Conflict from the Lens of Newspaper Editorials." International Journal of English Linguistics 10, no. 1 (January 2, 2020): 352. http://dx.doi.org/10.5539/ijel.v10n1p352.

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News framing of events often restricts us to either &lsquo;oppose&rsquo; or &lsquo;favour&rsquo; a particular side/party involved in a conflict. This paper examines the print media framing of the Arab Spring in the editorials of The News International (NI) of Pakistan and Arab News (AN) of Saudi Arabia. The coverage sample consists of newspaper editorials published from January 2011 to December 2012 when the uprising received phenomenal attention from the media worldwide. Qualitative content analysis of 48 newspaper editorials (24 NI/24 AN), demonstrates how senior media workers constructed the Arab Spring as an international conflict. Specifically, the lexical choices of editorial writers reveal that mainstream newspapers in both the countries positively framed the pro-Arab Spring protesters (public), who reportedly desired to bring the &lsquo;change&rsquo;. On the contrary, the media framing of the uprising also reflects that the newspapers negatively framed the anti-Arab Spring authorities (ruling elite), who reportedly resisted the &lsquo;change&rsquo;. A future research is recommended to investigate readers&rsquo; perspectives, as well, on the media portrayals of the Arab Spring or other similar conflicts which can give insights into how language use can impact and is impacted by ideology, cultural nuances and identity of diverse individuals.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1." Higher Education Studies 10, no. 1 (February 27, 2020): 144. http://dx.doi.org/10.5539/hes.v10n1p144.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 1 Antonina Lukenchuk, National Louis University, USA Aynur Y&uuml;rekli, İzmir University of Economics, Turkey Bahar G&uuml;n, İzmir University of Economics, Turkey Barbara N. Martin, University of Central Missouri, USA Cristina Sin, CIPES (Centre for Research in Higher Education Policies), Portugal Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Donna.Smith , The Open University, UK H&uuml;seyin Ser&ccedil;e, Sel&ccedil;uk University, Turkey James Badger, University of North Georgia, USA Laith Ahmed Najam, Mosul University, IRAQ Meric Ozgeldi, Mersin University, Turkey Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nicos Souleles, Cyprus University of Technology, Cyprus Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia Prashneel Ravisan Goundar, Fiji National University, Fiji Robin Rawlings, Walden University, USA Sadeeqa Sadeeqa, Lahore College for Women University Lahore, Pakistan Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Semiyu Adejare Aderibigbe, University of Sharjah, UAE Teguh Budiharso, Center of Language and Culture Studies, Indonesia Yousef Ogla Almarshad, Aljouf University, Saudi Arabia
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Allen, Roger, and Ernest Kay. "Arabic Computer Dictionary: English/Arabic, Arabic/English." Modern Language Journal 72, no. 1 (1988): 78. http://dx.doi.org/10.2307/327582.

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Kaye, Alan S., and Kees Versteegh. "The Arabic Language." Journal of the American Oriental Society 120, no. 1 (January 2000): 120. http://dx.doi.org/10.2307/604908.

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Ohlander, Erik S., and Kees Versteegh. "The Arabic Language." Language 75, no. 1 (March 1999): 215. http://dx.doi.org/10.2307/417554.

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Muehlhaeusler, Mark. "The Arabic language." Journal of Multilingual and Multicultural Development 38, no. 10 (March 31, 2017): 944–45. http://dx.doi.org/10.1080/01434632.2017.1307045.

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Ahmed, Abdelmoty M., Reda Abo Alez, Gamal Tharwat, Muhammad Taha, B. Belgacem, Ahmad M. J. Al Moustafa, and Wade Ghribi. "Arabic Sign Language Translator." Journal of Computer Science 15, no. 10 (October 1, 2019): 1522–37. http://dx.doi.org/10.3844/jcssp.2019.1522.1537.

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ZakiAbdo, Mahmoud, Alaa Mahmoud Hamdy, Sameh Abd El-Rahman Salem, and El-Sayed Mostafa Saad. "Arabic Sign Language Recognition." International Journal of Computer Applications 89, no. 20 (March 26, 2014): 19–26. http://dx.doi.org/10.5120/15747-4523.

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Berbeco, Steven. "Arabic Language Handbook (review)." Language 81, no. 2 (2005): 509. http://dx.doi.org/10.1353/lan.2005.0047.

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Farghaly, Ali, and Khaled Shaalan. "Arabic Natural Language Processing." ACM Transactions on Asian Language Information Processing 8, no. 4 (December 2009): 1–22. http://dx.doi.org/10.1145/1644879.1644881.

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31

Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.

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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Aouiti, Nadia, and Mohamed Jemni. "Translation System from Arabic Text to Arabic Sign Language." Journal of Applied Intelligent System 3, no. 2 (December 27, 2018): 57–70. http://dx.doi.org/10.33633/jais.v3i2.2041.

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This research paper presents our ongoing project aiming at translating in real time an Arabic text to Arabic Sign Language (ArSL). This project is a part of a Web application [1] based on the technology of the avatar (animation in the virtual world). The input of the system is a text in natural language. The output is a real-time and online interpretation in sign language [2]. Our work focuses on the Arabic language as the text in the input, which needs many treatments due to the particularity of this language. Our solution starts from the linguistic treatment of the Arabic sentence, passing through the definition and the generation of Arabic Annotation Gloss system and coming finally to the generation of an animated sentence using the avatar technology.
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Luqman, Hamzah, and Sabri A. Mahmoud. "Automatic translation of Arabic text-to-Arabic sign language." Universal Access in the Information Society 18, no. 4 (June 15, 2018): 939–51. http://dx.doi.org/10.1007/s10209-018-0622-8.

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Ababneh, Mustafa Abdel-Kareem, Ghassan Kanaan, and Ayat Amin Al-Jarrah. "Enhanced Arabic Information Retrieval by Using Arabic Slang Language." Modern Applied Science 13, no. 6 (May 23, 2019): 24. http://dx.doi.org/10.5539/mas.v13n6p24.

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Slang language has become the most used language in the most countries. It has almost become the first language in the social media, websites and daily conversations. Moreover, it has become used in many conferences to clarify information and to deliver the required purpose of them. Therefore, this great spread of slang language over the world. In Jordan indicates that it is important to know meanings of Jordanian slang vocabularies. Mainly, In research system, we created a system framework allows users to restore Arabic information depending on queries that are written in slang language and this framework was made basically by context-free grammar to convert from slang to classical and vice versa. In addition, to conclude with, we will apply it on the colloquial slang in North of Jordan specifically; Irbid, Ajloun, Jerash, Mafraq and AlRamtha city. As well as, we will make a special file for Non_Arabic words and the stop words too. After we made an evaluation for the system relying on the results of recall, precision and F-measure where the results of precision about 0.63 for both researches slang and classical query, and this indicates that the system supports searching in Jordanian slang language. The purpose of this research is to enhance Arabic information retrieval, and it will be a significant resource for researchers who are interested in slang languages. As well as, it helps tie communities together.
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Brour, Mourad, and Abderrahim Benabbou. "ATLASLang MTS 1: Arabic Text Language into Arabic Sign Language Machine Translation System." Procedia Computer Science 148 (2019): 236–45. http://dx.doi.org/10.1016/j.procs.2019.01.066.

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Zerrouki, Taha, Mohammed M. Abu Shquier, Amar Balla, Nabila Bousbia, Imededdine Sakraoui, and Fateh Boudardara. "Adapting eSpeak to Arabic language: converting Arabic text to speech language using eSpeak." International Journal of Reasoning-based Intelligent Systems 11, no. 1 (2019): 76. http://dx.doi.org/10.1504/ijris.2019.098056.

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Balla, Amar, Nabila Bousbia, Imededdine Sakraoui, Fateh Boudardara, Taha Zerrouki, and Mohammed M. Abu Shquier. "Adapting eSpeak to Arabic language: converting Arabic text to speech language using eSpeak." International Journal of Reasoning-based Intelligent Systems 11, no. 1 (2019): 76. http://dx.doi.org/10.1504/ijris.2019.10019388.

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Mahmoud-Mukadam, Abdur-Rasheed, and Abdulwahid Aliy Adebisi. "Language Borrowing between Arabic and Yoruba Language." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 1 (October 7, 2019): 53. http://dx.doi.org/10.22219/jiz.v2i1.7386.

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Arabic Language is characterized by a great deal of influence that has made a profound impact on the rest of the world's languages, whether socially, culturally, religiously or economically. This language is specific to the Holy Quran, which has a higher constitution that Muslim takes from the laws of religion. Islam does not solve a place except it takes with language of its Arabic provisions. This article sheds light on some of the words borrowed by Yorba from Arabic in its various forms, of which there is no change in the image of pronunciation and what has undergone some change and distortion. The approach envisaged in this article is inductive, thus contributing in one way or another to supporting some scientific and historical facts in this area of borrowing. The results of this article is that language of the world is estimated relative to the world's speakers by 6.6% and the largest languages that borrow some others words in the corridors of life. Yorba, the language of southern Nigeria, and one of the three most famous tribal languages (Hausa, Yorba, Ibo) and which also has many of the speakers borrows many from Arabic.
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Kaye, Alan S., and Clive Holes. "Gulf Arabic." Modern Language Journal 74, no. 4 (1990): 510. http://dx.doi.org/10.2307/328533.

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Ryding, Karin C., Jane Wightwick, and Mahmoud Gaafar. "Mastering Arabic." Modern Language Journal 77, no. 1 (1993): 101. http://dx.doi.org/10.2307/329577.

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Thelwall, Robin, and M. Akram Sa'Adeddin. "Arabic." Journal of the International Phonetic Association 20, no. 2 (December 1990): 37–39. http://dx.doi.org/10.1017/s0025100300004266.

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Mahasneh, Anjad. "Arabic Language and Emotiveness’s Translation." International Journal of Social Science and Humanity 6, no. 4 (April 2016): 268–74. http://dx.doi.org/10.7763/ijssh.2016.v6.656.

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VAN MOL, M. "Arabic language and vocabulary acquisition." MIDEO 24 (January 1, 2000): 434–40. http://dx.doi.org/10.2143/mid.24.0.565639.

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Mohit, Behrang. "QALB: Qatar Arabic language bank." Qatar Foundation Annual Research Forum Proceedings, no. 2013 (November 2013): ICTP 032. http://dx.doi.org/10.5339/qfarf.2013.ictp-032.

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Z.A., Abidin. "Lexical borrowings in Arabic language." Journal of Oriental Studies 72, no. 2 (2015): 106–11. http://dx.doi.org/10.26577/jos-2015-2-650.

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Elayeb, Bilel, and Ibrahim Bounhas. "Arabic Cross-Language Information Retrieval." ACM Transactions on Asian and Low-Resource Language Information Processing 15, no. 3 (March 8, 2016): 1–44. http://dx.doi.org/10.1145/2789210.

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Plann, Susan. "Arabic: another ‘other Spanish language’?" International Journal of Multilingualism 6, no. 4 (November 2009): 369–85. http://dx.doi.org/10.1080/14790710903125002.

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Ferjani, Riadh. "Arabic-language television in France." Global Media and Communication 5, no. 3 (December 2009): 405–24. http://dx.doi.org/10.1177/1742766509348674.

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Ahmed, Abdelmoty M., Reda Abo Alez, Gamal Tharwat, Muhammad Taha, B. Belgacem, and Ahmad M. J. Al Moustafa. "Arabic sign language intelligent translator." Imaging Science Journal 68, no. 1 (January 2, 2020): 11–23. http://dx.doi.org/10.1080/13682199.2020.1724438.

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Abdel-Fattah, M. A. "Arabic Sign Language: A Perspective." Journal of Deaf Studies and Deaf Education 10, no. 2 (April 1, 2005): 212–21. http://dx.doi.org/10.1093/deafed/eni007.

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