Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

Abstract

Digitalizing the learning environment receives profound attention for augmenting better learning experiences across subject disciplines, including Arabic language education. By measuring the effectiveness of promoting a digital environment in teaching the Arabic language, this quantitative research investigates the application of animated video (AV) in enhancing Malaysian students’ Arabic vocabulary acquisition. Following a quasi-experimental research design, a group of fourth-grade students (N=46) who studied Arabic as a foreign language was randomly divided into treatment (n=23) and control groups (n=23). The treatment group experienced the use of AV during the teaching and learning sessions, while the control group underwent conventional classroom teaching. The AV contained a variety of multimedia sources to describe and depict Arabic vocabulary accurately. Each group received two 30-minute lessons per week, during which they learned five to seven new words in one lesson. Both groups were later assessed after three weeks, and the scores were analyzed using SPSS Version 20. Findings showed a significant difference between the two groups, t(22)= -3.98, p.001 where the treatment group (M = 86.06, SD = 10.86) recorded higher mean scores in comparison to the control group (M = 80.53, SD = 15.48). This finding provides empirical evidence to suggest AV as an effective technology-supported pedagogy in improving Arabic vocabulary acquisition. The implication of this research informs other important stakeholders, particularly educational technologists and curriculum experts, to advance the application of AV in creating meaningful digital content for learning the Arabic language

A Meta-Analysis of the Effect of Interactive Technologies on Language Education

“…Videos combine audio and visual elements, thereby enhancing students' language comprehension. Additionally, videos facilitate the organization of language-related knowledge points, making it easier for students to access lecture notes (Rahimi et al, 2021). Furthermore, videos have the potential to ignite students' enthusiasm for language learning and prompt self-reflection on language-related shortcomings (R. Wang, 2022).…”

“…Video-assisted learning methods center on the capture and representation of dynamic visual movements to enhance audio-visual input. This approach enables language learners to focus more intently (Rahimi et al, 2021). The application of instructional videos has led to significant differences between experimental and control groups, indicating that video-assisted education can foster a deeper understanding of knowledge among language learners (Khadragy, 2016;Shi, 2012;Smith, 2012).…”

“…They could also improve students' listening (Mao, 2022), speaking (Dunn, 2012), reading (Shen, 2021), and writing skills (Y. Liang, 2021), as well as vocabulary (Rahimi et al, 2021) and grammar levels (R. Wang, 2022). Switching to another perspective, we could discover that different types of interactive technologies might exert a profound impact on language learning, such as flipped classroom models (C. Chen, 2015), games (Yan, 2019), and mobile applications (Tavassoli & Beyranvand, 2023).…”

“…Karimova et al (2023),Tavassoli & Beyranvand (2023),Bu (2023),Ma (2023),Zakian et al (2022),Rahimi et al (2021),Tang (2021),Cho (2021), Abudou (2014,Smith (2012),Shi (2012), Meli (2009 10 GrammarKarimova et al (2023), Lopez Vera (2022,Wang (2022), Shen (2021)Table 2. Subgroup 4 of Included Studies N Focus Study 1 Flipped classroom Sun (2022), Chen (2015), Prefume (2015) 2 Game Sarabchian (2021), Shen (2021), Yan (2019), Yükseltürk et al (2018) 3 Interactive approach Adel (2023), Jiang (2017), Idrees (2017), Cloe (2012) 4 Mobile Bu (2023), Tavassoli & Beyranvand (2023), Zakian et al (2022), Qiu (2017), Abudou (2014), Woloshen (2013) 5 Multimedia Dai et al (2023), Karimova et al (2023), Ma (2023), Liang et al (2023), Tang (2021), Min(2018),Wang (2010),Guo & Jia (2009), Meli (2009,He (2008) 6 Technology-assisted toolWei (2023), Lopez Vera (2022),Yang (2022),Cho (2021),Liang (2021),Kılıç (2020),Kocaman & İskender (2016), Glymph (2012,Sydorenko (2011), Su (2009 …”

MOOC Design Phase: Nominal Group Technique in Determining the MOOC Elements Using Relative Importance Index (RII)

“…Using Animated Apps to improve student engagement. Animation supports educator to deliver the hard and complex lesson likes science, mathematics, finance, even language subject in visually appealing manners with fun elements (Nasri, 2020;Rahimi et al, 2021). Learner may interact with animated video that can be pause, rewound, jumped and played to improve understanding and to cope up with lesson complexities.…”