Learning with technology or e-learning has been taking place in all areas of education including in learning and teaching of Arabic language. Despite the widespread use of e-learning for Arabic language, in line with the current technological advancements, the role of face-to-face classroom interactions must not be neglected. Face-to-face learning and e-learning have their own strengths. Hence, a combination of both elements in teaching and learning as afforded by blended learning may be an excellent choice. This study seeks to identify student readiness in learning Arabic language based on blended learning approach among students at university level. The research took place at University Sultan Zainal Abidin (UniSZA), Malaysia involving 248 students. The students were asked to answer the distributed questionnaires. The questionnaires used 1-5 points Likert scale which are strongly not agree, not agree, not sure, agree and strongly agree. The need analysis encompassed the presence of facilities supporting blended learning, the internet and e-learning literacy among students and their readiness to adopt blended learning. The findings highlight the important roles played by both the students and the institution in providing facilities needed to support blended learning. The findings also reported that the existing facilities are in a state of readiness for the implementation of blended learning. The institution provides wireless connection throughout the campus while 96% of the students own a laptop. In addition, students are also discovered to be internet-savvy besides displaying readiness to adopt blended learning. Further studies are recommended in exploring how to design and develop successful blended learning in teaching and learning Arabic language.
The advent of technology has brought changes to the Malaysian education system. One of the aspects which draws many attention is the integration of technology in Teaching and Learn ing. This includes the implementation of b lended learn ing, which is given emphasis in the Malaysian Education Blueprint (Higher Education) 2015-2025. Blended learn ing is a combination of face-to-face learning and e-learn ing. As such, this research aims to investigate the impacts of imp lementing blended learning on students' interest and motivation. A total of 87 students underwent a blended-learning class for ten weeks. At the end of the class, they were asked to answer a survey on their interest and motivation in relation to the attended class. They were also requested to write a reflection in the last class where five students were later interviewed fo r further clarification. Findings show that students have higher level of interest and motivation when participating in a blended learn ing classes. Hence, the implementation of blended learn ing has its advantages and ought to be further enhanced for its ability to draw students' interest and motivation in their learning.
Teaching methodology and learning Arabic grammar are synonymous to the conventional method which involves learning that uses textbooks and are often teacher-orientated. In line with the present technological development, every academician ought to be receptive at transforming himself when considering the method to deliver information to students. The method of infographic teaching and learning is a revolutionary method in delivering information to students via graphics, which is direct, easy and student-orientated. This study identifies the need for infographics in the learning of Arabic grammar among students of ISM Arabic Language Studies at UniSZA. A questionnaire on learning needs particularly on aspects of knowledge, usage and content of infographic module in the teaching of Arabic grammar was distributed among students who are undergoing the subject The Study of Ibn 'Aqil Syntactical Texts. Results from the analytical findings led to the need of building infographic module as a supporting material and enriches students' learning method. This module will be produced into a form that shall attract students into learning Arabic grammar independently, which fulfills the characteristics of the 21 st century learning.
The development of e-Learning is very promising at all levels of education. Universiti Sultan Zainal Abidin (UniSZA) has developed an e-learning or known as Kelip in 2006. However, the impact of e-learning on student achievement has no further explanation. Thus this quantitative study is aimed at exploring whether the use of e-learning, also known as KeLiP at the University of Sultan Zainal Abidin (UniSZA), is able to improve student’s achievement among the excellent students of language (PCB) and the below-average students of language (PKCB). The comparisons between the achievements of both groups are also studied. This experimental study involved 69 UniSZA diploma students taking the Arabic Language Proficiency course level 2 (UBA 1022). The students have been learning through KeLiP for 10 weeks with content materials from the UBA 1022 module which were presented electronically in the form of graphics, images, sounds, videos and hyperlinks. Pre and post test was conducted to evaluate student achievement. The study shows that the use of KeLiP has improved PCB and PKCB achievements with a mean of 26.545 per cent. The excellent students’ performances (PCB) continue to maintain their excellence over PKCB with a mean difference of 11.72 per cent. This study proves that KeLiP is able to improve student’s achievement overall and thus serves as an encouragement for the wide use of KeLiP among students and lecturers.
Full online learning sessions has been actively applied in teaching and learning as a result of the Covid-19 pandemic. Various SOPs have been outlined; including social distancing in which face-to-face encounters are avoided. As such, face-to-face learning in the classroom now has shifted towards full online teaching and learning. While full online learning is the best alternative at the moment, there are various constraints and challenges that need to be faced. This study aims to examine the psychological aspects of students in pursuing online learning. The respondents of the study involved semester 1, 3, 5, and 7 students who enrolled in the Bachelor's Degree in Arabic language Studies at Sultan Zainal Abidin University (UniSZA). The students had been following full online learning for a total of 1 semester or about 14 weeks. They were instructed to answer a distributed questionnaire. In addition, the students also left comments related to the challenges faced during the online learning session. The findings of the study showed that the overall psychological aspects of students were at a moderate level when following the fully online learning sessions, while other challenges faced by students include internet access problems, unconducive environment, workload from lecturers, and lack of cooperation from teammates. As such, these findings can be used as a guide by stakeholders in order to fully improve the online learning system.
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