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Journal articles on the topic 'Foreign language instruction, arabic'
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1
Oveesa, Farooq, Amin Kak Aadil, and Jehangir Sumaya. "Expats using english with undergraduates in saudi arabian universities: issues and solutions." i-manager’s Journal on English Language Teaching 12, no. 2 (2022): 31. http://dx.doi.org/10.26634/jelt.12.2.18467.
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English is a global language and is used in educational institutions in English and non-English-speaking countries. The quality and effect of English as a Foreign Language (EFL) instruction at the undergraduate level in Saudi Arabia is a kind of challenge for the students as well as the teachers. It is a fact that English is an internationally intelligible language and is used as a lingua franca in Gulf countries where expat teachers and students have different L1 (native language) and use English to communicate with each other. Taking EFL undergraduate students into consideration, English is the language which helps them to convey their message to the instructor and vice versa, particularly in an atmosphere where the instructor is not Arabic. English is a common means of communication. A majority of people show an interest in learning English in order to communicate on an international, professional level. The basic function of English is communication. Speaking English allows one to opt for foreign universities and an opportunity to work abroad where English is spoken. This piece of work focuses on the use of English as a medium of instruction in the English classes of undergraduate EFL students in Saudi Arabia and the communication problems faced by both the teachers and the students. The paper also discusses the perceptions or points of view from both teachers and students towards giving preferences for using English, Arabic, or both and their frustrations and positive responses towards using English as a medium of instruction. The data was collected from 50 participants, of whom 30 were students and 20 were teachers. Undergraduate students and their English teachers responded to a questionnaire which was administered to know their perceptions about using English as a Medium of Instruction and the effect of the Arabic on their English. The paper finally discusses some solutions according to the data perceived by teachers and students for using English as a medium of instruction and also gives some recommendations which will improve their English learning skills at an early stage.
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (October 5, 2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.
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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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Hunaida, Wiwin Luqna, and Rahayu Ningsih. "MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS." Didaktika Religia 8, no. 2 (December 13, 2020): 377–402. http://dx.doi.org/10.30762/didaktika.v8i2.2706.
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This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.
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Alsaawi, Ali. "Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 15–29. http://dx.doi.org/10.2478/jolace-2020-0002.
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Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
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Dahl, Susan G., Beth Plott, and Jonathan D. Kaplan. "Foreign Language Tutoring - Implications for Software Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 19 (October 1996): 962–66. http://dx.doi.org/10.1177/154193129604001902.
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Over the past ten years, the Army Research Institute (ARI) Advanced Training Methods Research Unit (ATMRU) has developed tools and techniques to support the Army's language training needs. Most notably, a PC-based military language tutor (MILT) has been developed to teach Arabic and Spanish skills. One of the most powerful elements of this tool is its authoring component, in which an Arabic or Spanish instructor need not be a trained linguist to develop lessons that include a wide variety of exercise types (e.g., multiple choice, full discourse). This capability is possible through the MILT's graphical user interface and embedded natural language processing (NLP) component. This paper describes the process through which this tool was designed to provide a flexible authoring capability as well as a powerful instructional delivery system for a wide target audience.
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Kadhim Abid, Aoda. "THE EFFECTIVENESS OF IRAQI LANGUAGE WRITING PROFICIENCY ON FOREIGN LANGUAGE PERFORMANCE (ENGLISH) IN THE WRITING SKILL OF PREPARATORY SCHOOL PUPILS IN IRAQ." Humanities & Social Sciences Reviews 7, no. 6 (December 19, 2019): 807–12. http://dx.doi.org/10.18510/hssr.2019.76122.
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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq.
Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English).
Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years.
Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English).
Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.
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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (April 2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.
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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
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Salem Elawadi, Elsayed Mohamed, and Muhammad Sabri Bin Sahrir. "HAWSABAH AL-LUGHAH AL-‘ARABIYAH WA TAQDÎM MANHAJ MUQTARAH LAHU FÎ MARKAZ DIRÂSÂT AL-LUGHAH AL-‘ARABIYAH FÎ JÂMI’AH SULTAN ZAINAL ABIDIN TRENGGANU AL-MÂLÎZIYAH." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 1 (June 12, 2019): 131–58. http://dx.doi.org/10.15408/a.v6i1.9675.
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This research aimed at finding out how the orientation is towards Arabic language computing, the efforts contributed to this approach, the difficulties encountered in linguistic computing, and the solutions to these challenges in an applied and theoretical approach at the same time. One of the outputs of the research was to develop a proposed vision and a mission (digitization or computerization of the Arabic language) within the programs of the Arabic language at Sultan Zainal Abidin University in Terengganu, Malaysia. The study concluded several recommendations, the most important was the need for concerted efforts in the field of Arabic computer linguistics between linguists and students, and to spread computer awareness among linguists by encouraging universities to allocate a course on computerization of the Arabic language and creating a new specialization in Arabic language, to develop the linguistic councils in fulfilling the challenges of computerization of Arabic, translating all scientific works written and published in the field of Arabic computer linguistics in foreign languages by Arab and foreign researchers and transferring them into Arabic, creating a dictionary for the computer linguistics terminology in Arabic, and applications of developments of instructional technologies such as machine translation, electronic dictionary and so on.
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Kuntz, Patricia. "Beliefs about Language Learning: Students and Their Teachers at Arabic Programs Abroad." African Issues 28, no. 1-2 (2000): 69–76. http://dx.doi.org/10.1017/s1548450500006892.
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The U.S. public holds certain beliefs to be self-evident about language learning: To learn a foreign language, one must study abroad. Since World War I and especially after World War II, students of French, German, or Spanish have enrolled in junior year, semester, or summer language programs in Europe. Educators have suggested that by studying the targeted language in an immersion setting, U.S. students gain a higher proficiency than students might acquire with only stateside instruction.
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Mohammed, Tawffeek A. S., Blanche Nyingome Assam, and Mustapha Saidi. "The Use of Web 2.0 Tools in the Foreign Language Classroom." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 177. http://dx.doi.org/10.36941/jesr-2020-0037.
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The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks. A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students. The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.
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Karkour, Islam. "Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework." Journal of Interdisciplinary Studies in Education 9, no. 1 (April 28, 2020): 57–70. http://dx.doi.org/10.32674/jise.v9i1.1737.
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This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum.
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Irawan, Lalu Ari, and Haerazi Haerazi. "ISLAMIC CULTURAL NOTES IN ELT INSTRUCTION IN THE ISLAMIC BOARDING SCHOOLS OF HARAMAIN NAHDLATUL WATHAN NARMADA, WEST NUSA TENGGARA." AKADEMIKA: Jurnal Pemikiran Islam 25, no. 2 (January 23, 2021): 385. http://dx.doi.org/10.32332/akademika.v25i2.1437.
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Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.
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Mohammed, Tawffeek A. S., Mustapha Saidi, Blanche Nyingone Assam, and Elsanosi M. Eldokali. "Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context." Education Research International 2021 (September 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/1455705.
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Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.
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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (June 1, 2006): 20–30. http://dx.doi.org/10.18538/lthe.v3.n1.03.
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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners. Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings. Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.
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Sülükçü, Yusuf. "Determination of the Turkish Language Sounds that Arabic Native Speaker Students Experience Problems With and Proposed." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 223. http://dx.doi.org/10.11114/jets.v6i11.3472.
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The present study aimed to identify Turkish language sounds that Arabic native speakers experience pronunciation difficulties with when learning Turkish and make various suggestions on how to resolve this problem. Qualitative research method and observation technique were used in the study. The data were collected in 2016 and the second half of 2017. The study population included native Arabic speakers who learned Turkish as a foreign language in Turkey, the study sample included 20 students attending Necmettin Erbakan University Turkish Instruction Application and Research Center (KONDIL) and 15 students attending a private course. It was determined that the students experienced difficulties in pronouncing the following sounds in Turkish alphabet: "ç, e, g, ğ, h, ı, j, k, l, o, ö, p, r, s, ş, t, ü, v, z". It was also determined that it was possible to correct certain pronunciation mistakes in the above-mentioned sounds easily while correction of others took longer. It was found that the educational level of the student before learning Turkish was not effective in the pronunciation of the sounds, speaking a foreign language other than Turkish decreased the number of sounds where the students experienced problems and the gender factor had no impact on pronunciation of the sounds. It was determined that the comparison of the articulation points in the native language of the student and Turkish and practical demonstration of these articulation points and repetition of a large number of sounds resolved the problem to a great extent. It was recommended to focus more on the determined sounds in the instruction of the sounds in Turkish.
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Ilmiani, Aulia Mustika, and Ahmadi Ahmadi. "The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges." Al-Lisan 6, no. 2 (September 5, 2021): 179–96. http://dx.doi.org/10.30603/al.v7i2.2172.
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The Arabic language has peculiarity and differentiating characteristics that distinguish it from other foreign languages. This study investigates the existence of Arabic language learning during the pandemic period by conducting a thorough review of the Arabic language learning process from both an internal and an external standpoint. The method of writing this article is based on a study of literature comparison. The author conducts an online search for primary literature using valid criteria, and a reputable source—data analysis is performed using the content analysis paradigm. This study demonstrated the positive impact on the internal environment: 1) Lecturers and students gained greater proficiency in using applications that can be integrated into the learning process. 2) The assignment method changes from academic to project-based assignments, 3) Students become more proficient in using social media as tools for learning. 4) Arabic learning occurs from any location and at any time of day. The internal negative consequences are as follows: 1) memorizing qawaid or tashrif, in which case it is not easy to assess students' abilities through online instruction without face-to-face interaction; 2) Explanation of the material when face to face is considered more straightforward; 3) Unstable networks cause the inability to concentrate and focus. The external consequences are as follows: 1) a large number of linguistic webinars about Arabic, 2) The number of research references, research articles, and scientific journals are growing; 3) It is becoming easier to hold memorandums of understanding between collages from different regions.
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Meyad, Najiba Abdullah, Samsilah Roslan, Maria Chong Abdullah, and Pabiyah HajiMaming. "THE EFFECT OF DIFFERENTIATED LEARNING METHOD IN TEACHING ARABIC LANGUAGE ON STUDENTS MOTIVATION." JOURNAL OF SOCIAL SCIENCE RESEARCH 5, no. 1 (September 8, 2014): 671–78. http://dx.doi.org/10.24297/jssr.v5i1.6651.
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This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.
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Chalik, Sitti Aisyah. "Metode Langsung (Al-Tarīqah Al-Mubāsyarah) dan Strategi Pembelajarannya." Shaut al Arabiyyah 8, no. 2 (December 1, 2020): 161. http://dx.doi.org/10.24252/saa.v8i2.17788.
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Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students‟ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them.
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Fathi Sidig Sidgi, Lina, and Ahmad Jelani Shaari. "The Effect of Automatic Speech Recognition EyeSpeak Software on Iraqi Students’ English Pronunciation: A Pilot Study." Advances in Language and Literary Studies 8, no. 2 (April 30, 2017): 48. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.48.
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The use of technology, such as computer-assisted language learning (CALL), is used in teaching and learning in the foreign language classrooms where it is most needed. One promising emerging technology that supports language learning is automatic speech recognition (ASR). Integrating such technology, especially in the instruction of pronunciation in the classroom, is important in helping students to achieve correct pronunciation. In Iraq, English is a foreign language, and it is not surprising that learners commit many pronunciation mistakes. One factor contributing to these mistakes is the difference between the Arabic and English phonetic systems. Thus, the sound transformation from the mother tongue (Arabic) to the target language (English) is one barrier for Arab learners. The purpose of this study is to investigate the effectiveness of using automatic speech recognition ASR EyeSpeak software in improving the pronunciation of Iraqi learners of English. An experimental research project with a pretest-posttest design is conducted over a one-month period in the Department of English at Al-Turath University College in Baghdad, Iraq. The ten participants are randomly selected first-year college students enrolled in a pronunciation class that uses traditional teaching methods and ASR EyeSpeak software. The findings show that using EyeSpeak software leads to a significant improvement in the students’ English pronunciation, evident from the test scores they achieve after using EyeSpeak software.
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Ahmadi, Qais S. "Unwelcome? English as a Medium of Instruction (EMI) in the Arabian Gulf." English Language Teaching 10, no. 8 (July 2, 2017): 11. http://dx.doi.org/10.5539/elt.v10n8p11.
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The Qatari college EFL (English as a Foreign Language) classroom is revisited in the author’s second action research study conducted in the small Arabian Gulf country. The literature review allowed the author to gather themes that lead to this groundbreaking inquiry of the residual effects resulting from educational language reforms in the country. Due to the beginning stages of English as a medium of instruction (EMI) in Qatar, to the author’s knowledge, no such research has taken place until now. The qualitative data collection method involved 11 focus group participants from the researcher’s advanced-intermediate IEP (Intensive English Program) class that underwent a semi-structured interview. Results determine that, if given the choice, students would rather receive instruction in the Arabic medium instead of English to pursue undergraduate studies. The author offers additional research questions and recommendations in understanding the student perspective and why the EMI reforms have not been successful.
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Jabali, Oqab. "Language of Medical Instruction in Palestine: A Mixed Method Approach of Students’ Perceptions." BioMed Research International 2022 (July 27, 2022): 1–9. http://dx.doi.org/10.1155/2022/8999025.
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This mixed method study explores medical students’ perceptions and attitudes regarding the language(s) of medical instruction in two Palestinian universities. The researcher aimed to identify the way medical students look at the language of medical education as well as the merits and drawbacks of the language(s) used in medical instruction. A 25-item descriptive, online questionnaire was built to explore the way university students evaluate and perceive the medium of medical instruction at the Faculty of Medicine. To complement and inform the quantitative findings, fifty-five students from each university were randomly selected, and their responses to an open question about the merits and drawbacks of the language(s) were analyzed using MAXQDA. Of the too many medical students enrolled in the two universities, 604 completed and returned the survey, and 55 students were selected to interpret their open responses qualitatively. The study findings suggest that the students are divided into two camps concerning what the language of medical instruction should be; some prefer Arabic, their mother tongue, while the others showed no reservations about using the medical academic vocabulary in English. Some statistically significant differences were found when some demographic variables, i.e., gender, specific major, and year of study, interact. Finally, study respondents highlighted several issues which the researcher sorted into advantages and disadvantages for each language. There is a considerable discrepancy in the choice of the language of medical instruction at the Faculty of Medicine. Each language has its pros and cons; consequently, a mixture of a mother and a foreign language (e.g., English) could be a suitable compromise in a country like Palestine.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Albab, Ulil. "MOTIVASI DALAM PEMBELAJARAN BAHASA ARAB SEBAGAI BAHASA ASING." TAMADDUN: Jurnal Kebudayaan dan Sastra Islam 19, no. 1 (June 28, 2019): 32–48. http://dx.doi.org/10.19109/tamaddun.v19i1.3398.
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Introduction. The existence of demotivating phenomena in the process of learning Arabic is very much felt by the instructor at this time, it can be seen from the low of the final result of students.
Data Collection Method. Using a study literature approach
Analysis Data. Using a descriptive analysis
Results and Discussions. There is a positive correlation to the role of motivation in language learning. This is evidenced by several studies that say that motivation can improve the results of student learning achievement. In the research conducted by Nik Mohd Rahimi Nik Yusoff, Zamri Mahamod, Kamarulzaman AB. Ghani, found that the relationship between motivation towards proficiency in hearing Arabic and achieving proficiency in hearing Arabic (r = 0.613). This shows that the achievement of students in the ability to hear Arabic is somewhat influenced by students' motivation towards the ability to hear Arabic.
Keyword : learning motivation, arabic language, foreign language
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Journal of the Cameroon Academy of Sciences 18, no. 1 (August 16, 2022): 361–88. http://dx.doi.org/10.4314/jcas.v18i1.6.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western model of LIEP giving primacy to ex-colonial languages as official languages and as languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, and have added more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between the teaching of foreign languages and the transnational aspirations of Cameroonians. The data were collected from discussions on two Facebook threads questioning the topic, discussions with lecturers of foreign languages at universities, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that there inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
Le débat en cours sur la décolonisation de l’Afrique devrait mettre l’éducation au centre. En effet, les idéologies sur les langues sont reflétées, mises en oeuvre et reproduites dans la politique linguistique de l’éducation (LIEP) d’un pays. La plupart des pays africains ont hérité des politiques linguistiques donnant la primauté aux langues ex-coloniales comme langues officielles et comme langues de l’éducation, des médias et de l’administration. Certains pays, comme le Cameroun (regorgeant plus de 270 langues), sont allés au-delà. Préférant le français et l’anglais comme langue d’enseignement, le Cameroun a ajouté des langues étrangères (allemand, espagnol, chinois, italien et arabe) dans les établissements secondaires et les universités, au détriment des langues nationales. La plupart des études sur les politiques linguistiques abordent la question de la langue comme moyen d’enseignement et négligent d’évaluer de manière critique la pertinence de l’enseignement/apprentissage généralisé des langues étrangères dans les écoles et les universités au Cameroun. Cette étude s’intéresse au lien entre l’enseignement des langues étrangères et les aspirations transnationales des Camerounais. Les données ont été recueillies à partir de discussions sur deux fils de commentaires Facebook portant sur le sujet, des échanges avec des enseignants de langues étrangères dans des universités et d’une analyse méta-synthétique des statistiques existantes sur la migration internationale à des fins éducatives. Les résultats révèlent que le flux migratoire international entrant est associé à la langue mais la langue n’est pas le facteur le plus déterminant. En conséquence, l’étude suggère une réforme des curricula conduisant à la suppression de l’enseignement généralisé des langues étrangères dans le sous-système éducatif francophone. En revanche si cette option extrême n’est pas envisagée, il faut supprimer les langues espagnole et italienne dont la connaissance n’a apporté aucun bénéfice direct à la majorité des apprenants.
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Mostari, Hind Amel. "A sociolinguistic perspective on Arabisation and language use in Algeria." Language Problems and Language Planning 28, no. 1 (June 10, 2004): 25–43. http://dx.doi.org/10.1075/lplp.28.1.04mos.
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The Algerian National Constitution stipulates that Classical Arabic is the only official language of the nation, which is supposedly used by all members of the speech community. French is regarded as a foreign language and is taught starting from the fourth year of the primary level. The Algerian diglossic situation is characterized by the use of Classical Arabic and French as high varieties used in formal and public domains, and colloquial dialects, namely Algerian Arabic and Berber, as low varieties for informal and intimate situations. In public domains, Classical Arabic is present virtually everywhere and used (especially at the written level) in varying degrees. In some domains, such as education or the physical environment, Classical Arabic dominates; in other domains such as the economy, Classical Arabic is used in parallel with French. This linguistic reality is primarily the outcome of many years of intensive campaigns of Arabisation and major political and even financial decisions, beginning right after independence, aimed at promoting the status of Classical Arabic and giving to Algeria its Arabo-Muslim identity. The present paper examines the process and outcomes of Arabisation and its effects on language use, providing a brief historical sketch of the Arabisation process in various domains, including its application in public life, notably in administration, the physical environment and education. The Arabisation process has touched practically all spheres of public life previously characterized by the sole use of the French language. Also discussed is the impact of Arabisation on language use at the institutional and individual levels. The impact of Arabisation has been significant in some domains, namely education and the physical environment, but less evident in others, such as in university studies, especially in scientific and medical departments, where French remains the main medium of instruction and communication. The paper also encompasses a brief survey of the linguistic rights of Berbers under the Arabisation process, and at the same time it also attempts to address the issue of the Arabisation process in relation to other concepts, notably Islam and Islamism; ‘Arabisation’ does not mean ‘Islamisation.’ Finally, the results of the Arabisation campaigns are analyzed and critiqued. Arabisation has faced many criticisms, among them paucity of human and financial means, as well as the lack of a coherent strategy of implementation in which the political and sociolinguistic realities of the Algerian speech community are taken into consideration.
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Abdel-Al Ibrahim, Khaled Ahmed, Abeer Ahmed Ali, Salama Aqeel Al-mehsin, and Poupak Alipour. "Psychological Factors Affecting Language-Learning Process in Saudi Arabia: The Effect of Technology-Based Education on High School Students’ Motivation, Anxiety, and Attitude through Flipped Learning." Education Research International 2022 (December 14, 2022): 1–14. http://dx.doi.org/10.1155/2022/8644890.
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In recent years, technology-based tools have been used frequently in learning English as a foreign or second language. In addition, many studies have been conducted to examine the effects of technology-based tools on developing different types of language skills and subskills. Along the same line, this research examined the impacts of flipped learning as a kind of technology-based instruction on Saudi Arabia students’ motivation, anxiety, and attitude. To reach this objective, 58 students at the intermediate level from one high school in Riyadh city, Saudi Arabia, were selected and assigned to two equal classes (flipped class and traditional class). After that, both classes were pretested with a motivation questionnaire and an anxiety questionnaire. Next, the flipped class received the treatment by applying the flipped instruction and the students of the other class received traditional instruction. After teaching six texts from Active Reading 1, the abovementioned motivation and anxiety questionnaires were readministered to both classes. Additionally, a questionnaire was given to the flipped class to find out how they felt about using flipped instruction for English language development. The results of independent samples and paired samples t-tests revealed that the flipped class outdid the traditional class both on the motivation and anxiety posttests. The outcomes discovered that using flipped instruction increased the students’ motivation and reduced their learning anxiety. Also, the results of the one-sample t-test depicted that the students of the flipped class presented a positive attitude toward the flipped instruction. This research may encourage English as a foreign language instructors to integrate technology into their teaching to improve learning results.
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Alzubi, Ali Abbas. "Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context." Research in Social Sciences and Technology 4, no. 1 (May 24, 2019): 92–104. http://dx.doi.org/10.46303/ressat.04.01.5.
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This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.
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AL-JARF, Reima. "Issues in translating English and Arabic plurals." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 7–27. http://dx.doi.org/10.29302/jolie.2020.13.1.
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This study explores undergraduate students’ difficulties in translating English and Arabic plurals. The results of an English and Arabic plural translation test exhibited cases where Arabic plurals matching those in English were translated correctly. However, the students had difficulty translating the following: (i) Arabic plurals with a singular English equivalent, e.g., مجوهرات /mujawharaat/ jewellery; (ii) Arabic duals with two different singular stems, e.g., الرافدان the Tigris and Euphrates; (iii) multiple Arabic plurals, i.e. plurals of paucity and multiplicity, e.g., دجاج /dajaaj/ chicken, دجاجات /dajaajaat/ a number of hens; (iv) stems with two plurals and different usages, e.g., economics اقتصاديات /iqtiṣadiyyaat/, economies اقتصادات /iqtiṣadaat/; (v) compound plurals, e.g., image processors معالجات الصور /muʕaalijaat aṣṣuwar/; (vi) English nouns ending in -ies that have the same singular and plural form, e.g., series, species; (vii) singular and plural forms of the same base when the base could assume two parts of speech, e.g., rich and riches; wood and woods; (viii) foreign/Latin singular and plural forms, e.g. ,indices, larvae, tempi, oases; and (ix) names of tools and articles of dress consisting of two parts ending in -s, e.g., scissors مقص /miqaṣ/, مقصات /miqaṣaat/, scales ميزان /mīzaan/ and موازين /mawazīn/ and more. Error data analysis showed that the subjects made more errors in translating Arabic plurals into English than in translating English plurals into Arabic, made more interlanguage than interlanguage errors, had more morphological than semantic difficulties on the Arabic-English plural translation test, and had more semantic difficulties on the English-Arabic plural translation test. They tended to translate imitatively rather than discriminately, and literal translation was the most common strategy. When they could not access the meaning of a noun on the test, they provided an equivalent that was phonologically close, or offered a paraphrase, an explanation, or an extraneous equivalent. In translating English and Arabic plurals, transfers were bidirectional, i.e., students transferred a noun’s morphological features from the source to the target language, regardless of whether the source language was Arabic (L1) or English (L2). Recommendations for plural translation instruction are provided.
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Michel, Marije, Christine Vidon, Rick de Graaff, and Wander Lowie. "Language Learning beyond English in the Netherlands: A fragile future?" European Journal of Applied Linguistics 9, no. 1 (March 1, 2021): 159–82. http://dx.doi.org/10.1515/eujal-2020-0020.
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Abstract The Netherlands have had a long tradition of modern foreign language (MFL) education: French, German and English have been standard subjects at secondary school since the 19th century. After the introduction of the Mammoetwet in 1968, several major educational reforms have shaped the current practice of Dutch MFL teaching. On the one hand, a greater diversity of languages is on offer in secondary schools (e. g., Arabic, Spanish), and following the implementation of the CEFR (Council of Europe 2001) MFL teaching has become more communicative. Additionally, more and more schools at all levels of education have adopted English as a medium of instruction. On the other hand, with the growing dominance of English in Dutch society, the time dedicated to languages other than English has declined substantially so that secondary school sections and university departments for other MFLs are closing down. In this article, we provide an overview of Dutch MFL teaching since 1945. We will sketch how the choices made by different parties involved, including learners and their parents, teachers, teacher educators, publishers and policy makers, have been shaping the teaching of MFLs at all levels of education with a special interest in MFL teacher education.
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Hashmi, Uzma M., Hussam Rajab, and Sayyed Rashid Ali Shah. "Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic: A Case Study." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 469–74. http://dx.doi.org/10.17507/tpls.1105.02.
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Corpus-based contrastive linguistics has rarely been thoroughly explored with regards to cognitive awareness of the English as a Foreign Language (EFL), Arabic first language (L1) speaking learners. The current study, based on an intervention, quasi-experimental quantitative research design, aims at presenting a pedagogical implementation of learners’ awareness driven instructions on contrastive linguistics between English and Arabic languages interchangeably. A purposefully selected sample of 69 beginner level (A1 CEFR) Saudi EFL learners were placed into an experimental group (n = 35) and a control group (n = 34). Learners in the experimental group were exposed to four grammatical contrastive linguistics criteria (between English and Arabic) over a 14-weeks semester duration, and the control group underwent a normal taught course with no intervention over the same teaching duration. Both groups were assessed via purposefully designed, 20-items grammar test before and after the 14-weeks duration. The gathered data was analysed with one sample and independent samples t-tests. The analysis revealed the outperformance of the experimental group compared to the control group in all four grammatical contrastive linguistics criteria. The study concludes with pedagogical implications on the principle of utilising contrastive linguistics as a pedagogical tool in an EFL context.
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Maulana, Mohammad Firman. "Instructional Strategies for Foreign Languages Learning: A Practical Approach of Mahmud Yunus’ Thought." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 1 (June 30, 2020): 87–96. http://dx.doi.org/10.24042/tadris.v5i1.5942.
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Mahmud Yunus’ thoughts about instructional strategies that he wrote in his book are rational and comprehensive enough to motivate students to learn. His strategies focus on fostering students’ self-confidence, independence, creativity, and courage to try to manifest themselves and to actualize themselves. This study tried to look further at how these instructional strategies were carried out in foreign language learning, such as English learning and Arabic learning. The method used in this research was literature research with data source triangulation. To collect the data and information, we used deductive thinking. A descriptive qualitative method was used to present the results of the study. The results of this study showed that the instructional strategies of Mahmud Yunus emphasized teaching patterns with a system of direct method, practical and collaborative learning. This approach is relevant in language teaching for both, beginners and intermediate levels. Therefore, educators and further research will be very good if they can apply Mahmud Yunus’ instructional strategy in language learning.
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Al-Kināni, Taufīq ʿAbduh Saʿīd Muhammad. "فاعلية استخدام أدوات الجيل الثاني للويب (Web 2.0) في تطوير المهارات اللغوية في اللغة العربية بوصفها لغة أجنبية / Effectiveness of Using Second Generation for Web 2.0 in developing language skills of Arabic as a second language." مجلة الدراسات اللغوية والأدبية (Journal of Linguistic and Literary Studies) 9, no. 3 (October 3, 2018): 4–32. http://dx.doi.org/10.31436/jlls.v9i3.644.
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ملخص البحث:
تهدف الدراسة الحالية إلى معرفة الدور الذي يمكن أن تؤديه التكنولوجيا وأدوات الجيل الثاني للويب، في تطوير المهارات اللغوية الإنتاجية لطلبة اللغة العربية بوصفها لغة أجنبية، وشملت الدراسة ثلاثين طالباً في كلية السلام العالمي بجنوب أفريقيا، وبواقع خمسة عشر طالباً للمجموعة التجريبية، وخمسة عشر طالباً للمجموعة الضابطة، وقد تم جمع البيانات على مدار اثني عشر أسبوعاً خلال الفصل الدراسي الثاني من العام الأكاديمي 2015 -2016م، أثناء تدريس مقرر المهارات اللغوية (نصوص وتطبيق). وقد تم استخدام التعليم التقليدي مع المجموعة الضابطة، والتعليم الممزوج مع المجموعة التجريبية، وخضعت كلا المجموعتين للاختبارات القبلية والبعدية. وتوصلت الدراسة إلى أن استخدام تكنولوجيا التعليم وأدوات الجيل الثاني للويب قد أسهمت إسهاماً فاعلاً في تنمية الكفاءات اللغوية لطلاب المجموعة التجريبية؛ إذ أظهرت النتائج وجود فروق دالة إحصائياً في مستوى تحصيل الطلبة للمهارات الأربع والألفاظ ولصالح المجموعة التجريبية.
الكلمات المفتاحية: أدوات الجيل الثاني للويب-المهارات اللغوية – اللغة العربية للناطقين بغيرها-المفردات.
Abstract
The present study aims to investigate the role web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a Foreign Language. The study is part of an ongoing project on the integration of web 2.0 tools in teaching Arabic as a Foreign language and the attitude of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) level 1 BA students: an experimental group (n=15) and a control group (n=15), studying Arabic as a Foreign Language at the International Peace College South Africa (IPSA). The experiment took place in the Language skills module for 12 weeks. A technology-enhanced programme that utilizes a myriad of web 2.0 tools used in teaching the experimental group. The control group students, however, taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study has concluded that the use of web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students. The findings indicated that there was a significant difference between the two groups in the language skills and vocabulary post-test in favor of the experimental group.
Keywords: Web 2.0 tools, language skills, Arabic as a foreign language (AFL), vocabulary.
Abstrak
Kajian ini bertujuan untuk melihat peranan peralatan web 2.0 dalam mengembangkan kemahiran mengucap dan menerima bahasa para pelajar Bahasa Arab sebagai satu bahasa asing. Kajian ini adalah sebahagian daripada satu projek yang sedang dijalankan berkenaan dengan penggabungan peralatan web 2.0 dalam mengajar Bahasa Arab sebagai satu bahasa asing dab juga sikap para pelajar terhadapnya. Rekabentuk kajian ialah pra pos, kumpulan terkawal kajian. Sampel mengandungi 30 pelajar tahap satu Sarjana Muda: satu kumpulan kajian (n=15) dan kumpulan kawalan (n=15) yang sedang mempelajari Bahasa Arab sebagai bahasa asing di Kolej Keamanan Antarabangsa Afrika Selatan. Kajian ini diapplikasikan kepada Modul Kemahiran Bahasa untuk 12 minggu. Satu program yang dikembangkan dengan teknologi yang menggunakan gabungan peralatan web 2.0 digunakan dalam pengajaran kumpulan kajian. Kumpulan ini walaubagaimanpun, telah mengajar dengan mengajar menggunakan cara pengajaran tradisional dalam suasana kelas yang asas yang tidak langusng mendapat pendedahan daripada apa-apa cara pengajaran yang berasaskan teknologi. Kajian ini mendapati bahawa penggunaan peralatan web 2.0 telah menyumbang kepada perkembangan kemahiran bahasa dan perbendaharaan kata para pelajar. Dapatan kajian menyatakan terdapat perbezaan yang amat jelas di antara kedua-dua kumpulan tersebut dalam pra ujian kemahiran bahasa dan perbendaharaan kata yang lebih memihak kepada kumpulan kajian.
Kata kunci: Peralatan Web 2.0, kemahiran bahasa, Bahasa Arab sebagai bahasa kedua, perbendaharaan kata.
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Alrabai, Fakieh. "Factors Underlying Low Achievement of Saudi EFL Learners." International Journal of English Linguistics 6, no. 3 (May 26, 2016): 21. http://dx.doi.org/10.5539/ijel.v6n3p21.
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<p>This paper is devoted to examining the factors responsible for the low achievement in English as a foreign language (EFL) among Saudi students. While some of these factors are demographic variables that pertain specifically to the learners themselves, such as gender, age, motivation, attitudes, aptitude, anxiety, autonomy, learning strategies, and learning style, most are external and outside the learners’ control. These external factors are particularly represented by sociocultural factors, such as the influence of Arabic as the first language (L1); religion, culture, and society; instructional variables, such as teacher behavior and teaching styles, the curriculum, and the teaching methods; and finally, problems with the educational system in Saudi Arabia, such as overcrowded classes, lack of teacher training, and a lack of technology. This paper begins by emphasizing the importance of English language learning for Saudis, followed by an analysis and a discussion of the factors that might explain their lack of achievement. The paper concludes by presenting some implications and offering recommendations for EFL practitioners and policymakers in the Kingdom of Saudi Arabia (KSA) to address the factors contributing to low EFL achievement among Saudi learners.</p>
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Abdelrady, Abbas Hussein, and Huma Akram. "An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction." Systems 10, no. 5 (September 15, 2022): 154. http://dx.doi.org/10.3390/systems10050154.
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Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.
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Apadier, Majok Mabor Matoc. "Perspectives on the Strategies for Teaching and Learning English as a Second Language at the University of Juba, South Sudan." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 217–25. http://dx.doi.org/10.47175/rielsj.v1i2.88.
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In line with South Sudan’s vision of a self- governing community, much hope was invested in the English speaking world thereby making a shift from Arabisation from the North. As a result, the English language was adopted a marker of identity and opposition to Arabic, language of government, education as well as international communication. As part of South Sudan’s look south policy, English was made to be a second language as opposed to a foreign language. In tandem with this country’s vision the University of Juba is not spared from the adoption of English as the language of instruction and a learning subject. Due to the democratisation of schooling and education for all, enrolment in the learning of English is increasing and resultantly large classes are emerging. In view of this, the paper therefore examines and provides preliminary results on the nature and feasibility of some teaching and learning of English in large classes at the University of Juba. This was done in light of the principles and concepts of Richards and Rodgers’ (2001) Communicative Language Teaching approach. It emerges from the findings that in the absence of a teaching framework there is no uniformity on the strategies that being adopted by both learners and teachers in the learning and teaching of English as a second language.
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Hafidz, Mochammad Abdul, Nurul Murtadho, and Yusuf Hanafi. "Analisis Isi Buku Teks Bahasa Arab Al-Qur’an Pintar Bahasa Arab Al-Qur’an Karya Salman Harun." JoLLA: Journal of Language, Literature, and Arts 2, no. 5 (May 18, 2022): 595–613. http://dx.doi.org/10.17977/um064v2i52022p595-613.
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Abstract: The book Pintar Bahasa Arab Al-Qur'an by Prof. Dr. H. Salman Harun is a book that has its own exceptional charm compared to other books. Since the book would give us two skills at once namely, related to the Arabic language and understanding the meaning of the verses on the Al-Qur'an. Nonetheless, this book was rarely found in the public as well as there was scarcely evidence of scientific research discussing the book. Therefore, the purpose of this study was to find out how the contents of the book material were, starting from the used language, language skills, and nahwu learning. A Content analysis method was used in this research. The data and data sources were from the materials of the textbook. The researcher himself became the instrument in this research assisted by the documentation study. The results of the study were qualitative data and rely on Thu'aimah's theory. The results of the research included: (1) The presented Arabic language was Fusha Arabic with Indonesian as the language of instruction; (2) The offered language skills were limited to reading skills only; (3) Regarding nahwu learning, it had fulfilled several aspects, namely the grammatical learning of the language which had been evenly distributed in each chapter and the levels of the nahwu themes that were taught, namely the 'umdah and fadllah levels. Then there were discovered the use of Arabic grammatical terms, nahwu teaching methods using inductive methods, and language structure assignments that were presented in each chapter. However, there were also missing parts that had not been achieved, namely the portion of when the nahwu learning began, and the part on the use of foreign language terms. Keywords: content analysis; Al-Qur'an Arabic language; Salman Harun Abstrak: Keistimewaan buku Pintar Bahasa Arab Al-Qur’an karya Prof. Dr. H. Salman Harun adalah kita akan mendapatkan dua keilmuan sekaligus, yaitu tentang bahasa Arab dan memahami makna ayat Al-Qur’an. Akan tetapi, justru buku tersebut jarang ditemukan di lapangan bahkan juga belum ditemukan tulisan ilmiah yang membahas buku tersebut. Oleh karena itu, tujuan penelitian ini untuk mengetahui bagaimana isi materi buku tersebut, mulai dari bahasa yang digunakan, keterampilan bahasa, dan pembelajaran nahwu. Metode analisis isi konten digunakan dalam penelitian ini. Data dan sumber data adalah materi buku teks tersebut. Peneliti sendiri menjadi instrumen dalam penelitian ini dibantu dengan studi dokumentasi. Hasil penelitian ini merupakan data kualitatif dan bersandar pada teori Thu’aimah. Hasil penelitian meliputi: (1) Bahasa arab yang disajikan adalah bahasa Arab fusha; (2) Keterampilan berbahasa yang disajikan terbatas pada keterampilan membaca saja; (3) Dan untuk pembelajaran nahwu sudah memenuhi beberapa aspek, yaitu pembelajaran gramatikal bahasa yang sudah merata di setiap babnya, tingkatan ‘umdah dan fadllah pada level tema nahwu yang diajarkan, digunakannya istilah ketatabahasaan bahasa arab, metode induktif pada pengajaran nahwu, dan penyajian tugas struktur bahasa di setiap bab. Dan bagian yang belum memenuhi, yaitu bagian kapan dimulainya pembelajaran nahwu, dan pada bagian penggunaan istilah bahasa asing. Kata kunci: analisis isi; bahasa Arab Al-Qur’an; Salman Harun
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Siddiqui, Ozma, and Fatimah M. A. Alghamdi. "Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research." Education and Linguistics Research 3, no. 2 (October 9, 2017): 89. http://dx.doi.org/10.5296/elr.v3i2.11726.
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Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.
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Sidek, Harison Mohd, and Hazrimah Ab Rahim. "Using a Text-Based Discussion Instructional Strategy in theTeaching of Reading in Arabic as a Foreign Language." ʻUlūm Islāmiyyah Journal 10 (June 2013): 81–92. http://dx.doi.org/10.12816/0002862.
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Arif, Muh, and Harni Jusuf. "Developing Intercultural Competence Awareness in Language Classroom: A View from FL Teachers." Al-Lisan 7, no. 1 (February 28, 2022): 65–75. http://dx.doi.org/10.30603/al.v7i1.2500.
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Language and culture are now considered interwoven, as culture becomes an integral part of learning a foreign language. This study aims to ascertain FL lecturers' perspectives on intercultural education and classroom procedures, including instructional materials, classroom activities, assessment, and the role of teachers in fostering intercultural awareness. Six lecturers were surveyed in this study. The six lecturers include three Arabic language education lecturers and three English language education lecturers with roughly five years of teaching experience. The data collection instrument is an interview guideline. The findings indicated that instructors acknowledged the importance of integrating culture into FL classrooms via various strategies and methods. Their statements include the following: they are frequently compelled to keep to textbook activities and activities previously prepared for the textbook since they have little time in class to address cultural concerns due to the syllabi's high expectations.
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Lawrence, Barry A. M. "IPad Acceptance by English Learners in Saudi Arabia." English Language Teaching 9, no. 12 (November 6, 2016): 34. http://dx.doi.org/10.5539/elt.v9n12p34.
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<p>This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, & Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners, and a simultaneous multiple regression analysis was conducted on the data. The results indicated that a belief in the device’s educational potential, a sense that it was straightforward to use, and the perception that the infrastructure would support usage were all significant predictors of the behavioral intention to use iPads. Social factors did not indicate an acceptance of the device. The findings highlighted areas of importance for educators intending to adopt mobile devices in second language instruction and partially supported the application of the UTAUT.</p>
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Abukhattala, Ibrahim. "INTRODUCING THE COMMUNICATIVE APPROACH IN LIBYA: RESISTANCE AND CONFLICT." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 04 (October 1, 2015): 8–21. http://dx.doi.org/10.36602/faj.2015.n04.10.
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Although communicative language teaching (CLT) is well recognized as the leading theoretical and the most effective model in English language teaching (ELT), it is still uncertain how culturally suitable it is regarding Non-Western cultures of teaching and learning, including Libyan-Arabic culture. Any teaching methodology is only effective to the extent that teachers and students are willing and able to accept and apply it with trust and optimism, and whether it is accepted or not is largely determined by a set of circumstances and beliefs that these teachers and students have been surrounded by and socialised into. Many Libyan teachers and students of English do not seem to have gone through any fundamental changes in their perception of efficient language instruction and in their daily teaching and learning practices. Based on my experience as a language educator in several Libyan universities, and on my professional thinking, I argue that CLT has not received widespread enthusiasm, has failed to make the expected impact on ELT and the traditional approach is still prevalent in many Libyan foreign language classrooms. There is a host of constraints on the adoption of CLT in the Libyan context which includes, among others, beliefs about the roles of teachers and students, teachers’ lack of language proficiency and sociolinguistic competence, examination pressure, and cultural teaching and learning styles. This article examines how these beliefs, pedagogy, and structures which have developed in the Libyan English language classroom culture limit pedagogical change advocated by foreign and Libyan education policy makers. The issues raised serve to acquaint the reader with some of the complexities of pedagogical change in Libya. The issues could also be of significance and relevance to other countries with a similar educational system and linguistic situation. The paper concludes with highlighting the need for taking attentively eclectic approach and making well-informed pedagogical options that stem from a deep understanding of the cultural and educational values that influence language learning and teaching styles.
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Alharthi, Thamer. "The Learner’ Levels of Collocation Knowledge and Idiomatic Expressions: Exploring the Relationship of Acquisition of Two Items of Phraseology." International Journal of Applied Linguistics and English Literature 8, no. 5 (September 30, 2019): 39. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.5p.39.
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Whilst there is an ever growing bulk of research focused solely on either single word items or idioms (formulaic sequences as they are usually known) through explicit instruction, this article contributes towards a somewhat severely under-researched field in English as a Foreign Language (EFL) context: the importance of incidental learning of collocation knowledge in comprehending idiomatic expressions within an authentic classroom setting in Saudi Arabia. To test this assertion, the study comprised a sample of 34 Arabic-speaking learners of English taking summer BA English courses. Learners’ familiarity of idiom was measured by a means of a background questionnaire which was administered at the beginning of the study. In addition, they were tested by examining the comprehension of the figurative meanings of 15 collocations and the non-compositionality meanings of 15 idiomatic expressions occurring in their EFL coursebook. Learners completed a cloze receptive task and an active recognition task in which each contained short texts composed of 15 collocations and 15 idiomatic expressions respectively. A closer examination of the data reveals that the learning of idiomatic expressions was significantly lower than that of collocations even when target idiomatic expressions were supplemented by contextualized information. It is argued that most learners’ attitudes towards the identification of idioms indicated that they are not familiar with multiword items such as idioms. Interestingly, the results demonstrated that the knowledge of collocations was effective in the learning of idioms. The article concludes by a thorough discussion of these results in relation to their pedagogical implications.
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Hashmi, N. "Implementing Multi-Media as a Pedagogical Tool in an EFL classroom: Benefits and Barriers." Journal of Arts and Humanities 5, no. 9 (September 25, 2016): 13. http://dx.doi.org/10.18533/journal.v5i9.999.
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<p>The implementation of computer technologies especially the use of multimedia and internet in Saudi Arabian education system has attracted Arab students a lot. They have shown great interest in using computers technology for foreign language learning because computer technologies have transformed their contemporary society, changing the way they live, work and learn. As a response to such societal transformation, computer technologies have been brought into classrooms where they are considered to be effective in enhancing students learning and addressing certain education problems (McGrail, 2005). The institutions of higher learning in Saudi Arabia have encouraged students and faculty members utilize multi-media and other related technologies for desired learning outcomes. Thus, the role of computers and Internet in language instruction has now become an important tool in an EFL classroom Saudi Arabia.</p>
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Eid Albaqami, Saad, and Dhaif Alzahrani. "Transition to Online EFL Teaching in Saudi Arabian Universities during the COVID-19 Outbreak." Arab World English Journal, no. 2 (January 24, 2022): 216–32. http://dx.doi.org/10.24093/awej/covid2.14.
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As a result of the coronavirus crisis and the new restrictions and mandates set by governments around the globe, many educational institutions decided to suspend in-person classes and replace them with online instruction. Universities in Saudi Arabia shifted their entire delivery of teaching to the online platform and closed their doors. This unprecedented and unexpected online transition had several consequences. The present paper examines how instructors in Saudi universities reflected on this transition and the extent to which they were ready for such an unforeseen change. The current study is significant for helping instructors rise to the challenges resulting from the wholescale and ongling transition to online teaching and learning in the wake of COVID-19 and the subsequent suspension of face-to-face instruction. In addition, this study seeks to examine the attitudes and readiness of participants from eight universities in Saudi Arabia in the broader context. The results revealed that instructors have positive attitudes towards utilising online tools and were knowledgeable of the significant advantages of integrating online tools and content into their teaching of English language as a foreign language. (EFL); however, they reported that they were not adequately prepared and that they experienced distress and suffered due to the obligation to acquire new digital skills within a very short period.
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Alaboud, Amal. "The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language." Arab World English Journal 13, no. 2 (June 24, 2022): 424–36. http://dx.doi.org/10.24093/awej/vol13no2.29.
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Translation has been one of the most commonly used strategies in learning an additional language. Although there is not a consensus on the usefulness of translation as a language learning strategy, the relevant literature indicated that it could contribute to the learning process when used purposefully and meaningfully. The present study aimed to explore the role of translation in supporting the language learning process by adopting an experimental design to reveal whether engaging in translation practice could improve participants’ skills in reading comprehension. In this scope, 30 female students at Taif University in the Kingdom of Saudi Arabia were randomly assigned to the experimental group and received an intervention by translating reading passages before carrying out comprehension tasks. On the other hand, the 28 female students in the control group practiced reading comprehension without completing a translation task before the comprehension activities. An independent samples t-test was used to measure the extent to which the two groups differed from each other in terms of their reading comprehension skills before and after the intervention. The results of the independent samples t-tests demonstrated that the experimental group scored significantly higher than the control group at the end of the intervention, although there was not a statistically significant difference between the two groups at the outset. The results suggested that translation could be an effective instructional strategy in improving learners’ skills in reading comprehension in an EFL setting.
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Yılmaz, Hacı. "Evaluating of viewpoint methodically and formal of Arabic teaching set named as “el-Yâsemîn”." Journal of Human Sciences 16, no. 3 (September 25, 2019): 857–74. http://dx.doi.org/10.14687/jhs.v16i3.5734.
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The classical understanding of foreign language teaching in our country cannot be ignored in Arabic as in other languages and it is seen that some of the studies conducted in this field are incomplete or inadequate. Nowadays it is now well understood that language skills are not just the text to be read and written and then translated into the main language. Understanding and speaking skills prevented the learning of the grammar of that language first. For this purpose, language teaching and learning methods have changed in all parts of the world and accordingly materials that can serve the same purpose have begun to be developed. Language learning sets take the first place among them. Because, although the technology has been making dizzying progress, the book is always the first and most important material.
This article is about the newest set of Arabic language teaching sets, al-Yasemin, which has been studied in very few educational institutions. In the article, teaching the four skills of the set and teaching grammar methods were examined and suggestions were made for their deficiencies and their successful aspects were put forward.
After the examination, the "hands-Jasmine" of the teaching kit prepared a modern method, language is extremely successful in teaching their skills, visual and rich use of visual material, students in easily can carry size, the price is quite reasonable, more than equal to those who want to learn Arabic in Turkey conditions We believe that it can provide more benefits. In addition, we believe that it will increase the benefits of the teaching set by re-arranging the set within the framework of the suggestions we have made in the set and making some additions and subtractions if necessary.
At the end of the examination and determinations we made, it is concluded that the kitap al-Yasemin lar Arabic instruction set proves that it can learn Arabic at A1, A2 and B1 level, and that it does not require volumes of books.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Ülkemizde yabancı dil öğretimindeki klasik anlayış diğer dillerde olduğu gibi Arapçada da bir türlü aşılamamakta, bu alanda yapılan bazı çalışmaların da eksik veya yetersiz kaldığı görülmektedir. Günümüzde dil becerilerinin sadece okuma ve yazma sonra da okunan metni ana dile çevirmek olmadığı artık iyice anlaşılmıştır. Anlama ve konuşma becerileri, ilk önce o dilin gramerinin öğrenilmesinin önüne geçmiştir. Bu amaçla dünyanın her tarafında dil öğretim ve öğrenim yöntemleri değişmiş ve buna bağlı olarak da aynı amaca hizmet edebilecek materyaller geliştirilmeye başlanmıştır. Dil öğrenim setleri bunlar arasında ilk sırayı almaktadır. Çünkü her ne kadar teknolojide baş döndürücü ilerlemeler olmuş olsa da kitap her zaman ilk ve en önemli materyal olma özelliğini korumaktadır.
Bu makale, Arapça dil öğretim setleri içinde en yenisi olan ve henüz çok az eğitim kurumunda okutulmakta olan “el-Yâsemîn” isimli setin biçimsel ve yöntemsel incelemesini konu almaktadır. Makalede, setin fiziki durumu, dört beceriyi öğretme ve gramer öğretimi yöntemleri incelenmiş ayrıca varsa eksik yönleri için önerilerde bulunulmuş, başarılı yönleri de ortaya konulmuştur.
Yapılan inceleme sonucu, “el-Yâsemîn” öğretim setinin modern bir metotla hazırlanmış, dil becerilerinin öğretilmesinde son derece başarılı, görsel ve işitsel materyali kullanma açısından oldukça zengin, öğrencinin kolayca taşıyabileceği ebatlarda, fiyat olarak oldukça makul, Türkiye şartlarında Arapça öğrenmek isteyenlere eşitlerine nazaran daha fazla yarar sağlayabileceği kanaatindeyiz. Belirttiğimiz eksikliklerin giderilmesi ve yaptığımız öneriler çerçevesinde setin tekrar düzenlenmesi faydasını bir kat daha artıracağına inanıyoruz.
Ulaştığımız bir başka sonuç ise, iki cilt olan “el-Yâsemîn” Arapça öğretim setiyle A1, A2 ve B1 düzeyinde Arapça öğrenilebileceği ve bunun için ciltler dolusu kitaba gerek olmadığıdır.
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Alshammari, Jawza, Ruth Reynolds, and Kate Ferguson-Patrck. "iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia." English Language Teaching 14, no. 1 (December 8, 2020): 13. http://dx.doi.org/10.5539/elt.v14n1p13.
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This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom’s Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom’s Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom’s Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the ‘how’ of EFL instruction based on revised Bloom’s Taxonomy.
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Thohir, Muhammad, Mohammad Kurjum, and Abdul Muhid. "DESIGN AND DISCOURSE OF MODERN STANDARD ARABIC E-TEXTBOOK." LITERA 19, no. 1 (March 18, 2020): 1–20. http://dx.doi.org/10.21831/ltr.v19i1.28901.
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An E-textbook of Modern Standard Arabic (MSA) is an important device that supports the on-line practical aspects of the teaching Arabic as a foreign language (TAFL). The present study was aimed at describing the characteristics of the design and discourse of the Schulz’s E-textbooks of MSA. The study focused on Schulz MSA E-Textbook as an instructional material package of standard Arabic of the intermediate levels (B1 and B2 levels). The study used the qualitative research approach with the discourse-analysis method of data analyses.The results showed the following findings. The design of the E-package is web-based with multimedia as resources. The content prioritizes on grammar material in each initial lesson unit of the textbook. Although standard modern Arabic is used as the language variant for the language skills, colloquial language variants are given sufficient attention that can be accessed only in the E-edition version of the package. In terms of the contents of the discourse, a wide selection of texts are used with varied themes in the field of education, social affairs, economy, culture, politics, religion, environment, and technology. Citations embedded in header texts do not always match the contents of the discourse. The religious discourse pieces in the materials seem to be positioned more as socio-cultural facts rather than as theological facts. Keywords: E-textbook, Modern Standard Arabic, discourse, learning material DESAIN DAN WACANA BUKU PELAJARAN BAHASA ARAB BAKU AbstrakBuku ajar elektronik bahasa Arab standar merupakan perangkat penting yang mendukung aspek-aspek praktis online pada pembelajaran bahasa Arab sebagai bahasa asing (PBABA). Penelitian ini bertujuan untuk menggambarkan karakteristik desain dan muatan wacana buku ajar elektronik bahasa Arab Standar. Kajian difokuskan pada e-text karya Eckehard Schulz yang banyak digunakan di Indonesia dan dibatasi pada tingkat menengah (tingkat B1-B2). Penelitian menggunakan pendekatan penelitian deskriptif kualitatif dengan analisis wacana. Hasil penelitian menunjukkan temuan berikut. Desain e-textbook MSA Schulz berkarakter web based dengan multimedia sebagai resources. Kontennya memprioritaskan materi tata bahasa di setiap awal pelajaran. Meskipun keterampilan berbahasa Arab ditekankan pada penggunaan variasi standar atau modern language, variasi colloquial language mendapat perhatian cukup memadai yang hanya dapat diakses dalam versi e-edition. Dari segi muatan wacana, ia menghadirkan banyak muatan seperti pendidikan, sosial, ekonomi, budaya, politik, agama, lingkungan, dan teknologi. Kutipan yang disematkan di setiap header halaman tidak selalu cocok dengan isi wacana. Yang menarik, wacana agama di dalamnya terlihat lebih diposisikan sebagai fakta sosial-budaya daripada fakta teologis. Kata kunci: buku elektronik, bahasa Arab standar, wacana, kegiatan pembelajaran
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Albukbak, Omar. "Difficulties in Teaching English Language to Grade Nine at the Fundamental Stage in Misurata City." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 13 (June 24, 2019): 54–78. http://dx.doi.org/10.36602/faj.2019.n13.07.
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This research paper attempts to identify some problems and difficulties that impact the teaching of English language in grade nine in four fundamental stage schools in Misurata city. The study tries to explore what barriers and obstacles learners and teachers might face in the learning-teaching process. The research methodology underlying this research paper is a questionnaire. The questionnaire is administered to three sample groups: teachers, students, and inspectors of English. The presentation of the results of the questionnaire showed an illustration of several difficulties and problems that are encountered in the process of teaching English as a foreign language in the fundamental stage. These problems in brief are: the high number of students in class, the lack of qualified English teachers who could teach the syllabus appropriately, some teachers do not follow the instructions available in the teacher's book, the interference of the Arabic language on the English language, the students’ feeling when asked to speak in English, pronouncing some English sounds, and learning the English writing system. The results and discussion of the study suggest how to overcome these difficulties and problems by following the modern teaching strategies and approaches and their implications in classrooms.