Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions

Gharawi, Mohammed A.; Bidin, Azman

doi:10.7763/ijiet.2016.v6.764

Cited by 12 publications

(9 citation statements)

References 10 publications

(9 reference statements)

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“…Such as the study conducted by Maskor et al (2016) in which they indicated that major problem faced by Malay AFL learners lied about their lack of reading culture. In the same vein research conducted by Gharawi and Bidin (2016) stressed that the lack of practice was the core issue of the problems militating against learning of Arabic by Malay AFL learners. This was also confirmed by Omari (2016) who declared that the best environment for encouraging the use of foreign languages was unavailable in Malaysia.…”

Section: Discussionmentioning

confidence: 98%

The Use of Web 2.0 Technologies to Determine Receptive Skills among Malay Learners of Arabic Language

Abdullahi

Rouyan

Noor

2018

International Journal of Asian Social Science

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The application of modern technologies in educational fields thrills with a sudden shift in using of the internet from Web 1.0 to Web 2.0 in the early 21st century. In the time various technological tools and social media sites evolved for social, entertainment and educational purposes. The application of such technological tools in teaching and learning of a language is termed computer-assisted language learning. However, in Arabic language learning is not widely adopted. This study aims to determine the performance level of Malay undergraduate learners of Arabic as a foreign language at

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Section: Discussionmentioning

confidence: 98%

The Use of Web 2.0 Technologies to Determine Receptive Skills among Malay Learners of Arabic Language

Abdullahi

Rouyan

Noor

2018

International Journal of Asian Social Science

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“…The research study adopted a quantitative method of data analysis. The main rationale for this was that quantitative data concerning the online learning of the Arabic language using various forms of technologies would provide a clear view of student satisfaction and attitudes towards learning via remote education (Gharawi & Bidin, 2016).…”

Section: Methodsmentioning

confidence: 99%

Evaluation of Students’ Remote Learning Experience of Learning Arabic as a Second Language During the Covid-19 Pandemic

Almelhes¹

2021

IES

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The emergence of the Covid-19 global pandemic was followed by restrictions on social contact and interaction. Online remote learning was implemented all levels of school and universities in Saudi Arabia. In tertiary education, where Arabic is taught as a second language (ASL) with extensive interaction between the teacher and students, remote learning has specific advantages and disadvantages. This study aimed to investigate the success of remote learning, its influence upon learners’ attitudes, and its potential difficulties in implementation. Quantitative research was conducted on a sample of 236 students who had combined experiences of offline and online study during 2020 in their second semester at the Arabic Language Institute for Non-Native Speakers’. An online survey was administered consisting of three domains: students’ satisfaction with remote learning, obstacles faced, and students’ perceptions towards evaluation; students’ responses were measured using a Likert scale. The results demonstrated that there was hesitation about student satisfaction, as the result was moderate in general. Moreover, the study revealed difficulties included internet connection issues, the access and availability of remote learning, insufficiency in personal expression, and difficulties with technological devices. The results also showed that the students were dissatisfied regarding to the evaluation and assessment methods used in remote learning.

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“…Al Musawi et al (2016) disagrees with the previous discoveries by indicating that Arabic language teachers can utilize traditional and technology-based interventions to teach ASL. Gharawi and Bidin (2016) further argue that computer-assisted language teaching techniques facilitate students' ability to gain more experience.…”

Section: Issue/topic/themementioning

confidence: 99%

“…Moreover, Gharawi and Bidin (2016) and Batainah, Din, and Al Mashakbh (2018) scrutinized computeraided and hybrid ASL learning aspects and teaching and learning issues ASL, respectively. Likewise, O'Sullivan (2017), Zakaria, Atan, and Robe'ah-Yusuf (2019) and Jwaifell, Abu-Omar, and Al-Tarawneh (2018) focused on the professional development of trainer aspects of ASL pedagogy based on innovative and technology-based interventions while Carroll et al (2017), Shendy (2019), Alfaisal and Aljanada (2019) and Saiegh-Haddad and Ghawi-Dakwar (2017) technology integration or diffusion barriers.…”

Section: Synthesis Of Key Concepts and Theoretical Conceptsmentioning

confidence: 99%

The Influence of Technology and Innovation in Online Teaching Arabic as a Second Language in Dubai

2021

JEP

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Arabic as a second language (ASL) is an upcoming social exploration area in Dubai and the larger UAE (Alfataftah & Jarrar, 2018). However, there is insufficient literature on the subject. Teaching and learning ASL is the subject of increasing controversy. Amara (2017) states that Arabic is the official language in the UAE; however, most of the population speaks English because UAE was a British colony until 1971. Given that the UAE is one of the Arab countries, the Arabic language is one of the national curriculum's key subjects apart from Social Studies and Islamic Education. According to AlHagbani and Khan (2016), there has been an increased significance of teaching the Arabic language for non-Arabic speakers in the UAE over the last few years. Besides, the main objectives are developing an awareness of learners about relationships between the Arabic language and Arabic or Islamic culture, enhancing awareness of the need for the Arabic language across the world, and improving both oral and written communication skills to strengthen the process of obtaining informational literacy level. One divide argued that Arabic was a dying language in the Middle East in the face of the globalized English language, according to Sabbah (2016). Different studies (Cook, 2016; Carroll, Al Kahwaji, & Litz, 2017) indicate that the other controversial divisions argued that the Arabic language was a growing language in the UAE.

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Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions

Cited by 12 publications

References 10 publications

The Use of Web 2.0 Technologies to Determine Receptive Skills among Malay Learners of Arabic Language

The Use of Web 2.0 Technologies to Determine Receptive Skills among Malay Learners of Arabic Language

Evaluation of Students’ Remote Learning Experience of Learning Arabic as a Second Language During the Covid-19 Pandemic

The Influence of Technology and Innovation in Online Teaching Arabic as a Second Language in Dubai

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