Student Readiness in Learning Arabic Language based on Blended Learning

Abstract

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.

Students’ Readiness and Problems in Learning English through Blended Learning Environment

“…It could be assumed that the respondents might not feel comfortable and not be ready for a full online course in which they are required to perform learning process by themselves. This echoed by Osman and Hamzah (2017) who stated that the lowest mean score of the item on self-learning could reflect students' low readiness to learn on their own since they still relied on the teacher. On the other hand, the qualitative data analysis unveiled that online lessons were uninteresting for some students because the lessons were not engaging.…”

“…Nonetheless, using technology in learning was not barrier for students (Tang and Chaw, 2013). Furthermore, Osman and Hamzah (2017) found that the level of students' readiness was high for both face-to-face and online learning. On the other hand, the lowest mean score on the statement of self-learning indicated that the students might not be ready to learn on their own paces because they still relied on teachers' guidance.…”

“…Moreover, according to Osman and Hamzah (2017) readiness in adopting blended learning is related to capability to learn on one own, self-reliance in completing given task, feeling comfortable in utilizing technology in learning, and skills for applying e-learning. Besides, readiness for blended learning correlates to good attitudes toward face-to-face and e-learning, interest in following blended learning, and readiness to encounter challenges of such learning experience.…”

“…The six dimensions of readiness for learning stated by Tang and Chaw (2013) and the concept of readiness for adopting blended learning proposed by Osman and Hamzah (2017) were used as a framework to develop the questionnaire. The statements in the instrument were adapted from their studies and categorized into 7 parts: classroom learning, online learning, online interaction, technology, learning flexibility, learning management, and readiness for blended learning.…”

Towards a Technology-Enhanced Blended Approach for Teaching Arabic for Shari’ah Purposes (ASP) in the Light of the South African National Qualifications Framework

“…have their own laptops and students are internet-savvy. The study recommended the need for further studies to investigate the design and development of successful blended learning in teaching and learning Arabic language [20].…”