The requirement of employability in the job market initiated universities to conduct internship training as part of study plan. There is a need to train the students with the important knowledge and skills related to the workplace and their gained knowledge. This study attempts to investigate the performance of internship training programme in the Department of Arabic Language and Literature, at International Islamic University Malaysia (IIUM). Methodologically, this study was conducted to congregate the opinions and experience about internship programme among Arabic language and literature students. The participants were purposively selected from 57 students who have completed their three months internship either in the public or private sector from June to September 2015 by using an online survey and open-ended questionnaires. General findings from this study show that internship training has essentially improved their soft skills and increased their workplace literacy and well-being. Despite the poor perception of Arabic language in the mutual graduate employability as well as its practicality aspects and job market by the industry, Arabic language and literature students are well accepted in both private and public sectors to undertake their internship training as reported in this paper. In conclusion, internship training is crucial, particularly among Arabic language and literature students as it enriches their experiences, knowledge and skills both in the personal and social life. It also increased their level of confidence to explore their future opportunity in the Malaysian job market including setting up their own businesses through entrepreneurship knowledge and skill.
The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.
<p>The explosion use of various mobile gadgets such as PC tabs, smartphones, I-Pads and so on has tremendously affected learning process and delivery of content and messages faster and faster including the creation of a new field of research that relates to language learning and mobile technologies called Mobile Assisted Language Learning or MALL. The mobile technologies are suitable for distance learners as well such as traveller’s guide and backpackers who need to communicate in certain language in a country. This paper is focusing on the development and evaluation of a mobile language guide application in Arabic language for Mutawwif (Umrah Tour Guide) via smart phones in Android supported platform. The development process was done based needs analysis process among 100 mutawwif and the evaluation on user testing session was conducted among 50 respondents and who are purposively selected from 30 mutawwif and 20 learners in Baitul Mal Professional Institute under the specialization of Diploma in Hajj and Umrah Management from 26 March until 20 April 2017. However, this paper will only be discussing the scope of development and evaluation phases in the shed of ADDIE instructional design model. Overall results indicated that his interactive mobile app prototype satisfied the users’ on their language learning for traveller’s purpose by helping the Mutawwif to communicate in Arabic more effectively. </p>
In order to have a balanced judgment on language process views, the research tries to explain the mental process connection in the language learning process. The deep structure and surface structure theory designation indicated that the learning process consists of two procedures: deep structure process, which is the essential part in absorbing and captivating activities and surface structure which concentrates on symbols and codes in expressing the mind's activities. These procedures have been emphasized by modern and traditional scholars in highlighting the concept of the language learning process.
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