The Use of Web 2.0 Tools in the Foreign Language Classroom

Abstract

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks. A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students. The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

“…Some of these studies investigated the use of social media platforms (e.g., Facebook and WhatsApp), Wikis, YouTubebased materials, and other multimedia for teaching Arabic vocabulary and writing skills (Abdullah, 2015;Wargadinata et al, 2020;Zainuddin and Sahrir, 2016;Albantani and Madkur, 2017). Other studies dealt with the use of Web 2.0 tools for enhancing reading and writing skills (Shalihah et al, 2021), the role they play in the achievement of learners (Mohammed, Assam and Saidi, 2020), and the use of websites for the delivery of content (Ghani and Daud, 2018). The attitudes of students and teachers towards the use of social media platforms and Web 2.0 tools in the Arabic language classroom were also explored (Bahruddin and Febriani, 2020;Wargadinata et al, 2020;Abdullah, 2015).…”

“…The haphazardness of many online designs and their failure to reach their full potential could be attributed to lack of emphasis on pedagogical underpinnings such as Bloom's taxonomy, and on technologyintegration models such as SAMAR, TIM, ADDIE, ASSURE, and etcetera. Very few studies reported on online language instructional designs based on such integrative models (Yugandhar, 2016;Aljojo et al, 2019;Mohammed, Assam and Saidi, 2020).…”

“…Hence, this study differs from the previous ones in several aspects. Firstly, it is an extension of other empirical studies that attempted to integrate technology in the teaching of Arabic as a foreign language (Mohammed, 2018;Mohammed, Assam and Saidi, 2020;Mohammed, Al-Sowaidi and Banda, 2021). Unlike other studies, the present study aims to design course content for the teaching of speaking and listening skills which have been described as highly demanding, complicated and multi-faceted (Asakereh and Dehghannezhad, 2015;Walker, 2014).…”

Web 2.0 Tools for Increasing Secondary School Students' Access to Science Courses

“…• Provide cognitive and social learning • Continuing the learning and teaching process in epidemic or disaster situations (Prashnig, 2006;Conole & Alevizou, 2010;Wankel & Blessinger, 2013). Mohammed et al (2020), Web 2.0 tools were used in foreign language teaching. Students are divided into experimental and control groups.…”

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

“…A characteristic feature of educational work in Microsoft Teams is productivity, that is, the result of activity on this communication and collaboration platform is a certain product such as messages, dialogues, etc. In teaching a foreign language, Microsoft Teams can be effectively used as an information resource for enriching students' language practice and developing their reading skills.The study of research on the use of the second generation Internet technologies such as Web 2.0 in teaching a foreign language and developing speech skills[49][50][51][52][53][54][55][56][57], allowed us to identify and justify some methodological conditions that must be taken into account for the effectiveness of the elaborated algorithm for the speech skills development of technical university students based on Microsoft Teams. These methodological conditions include the following: the formation of students' ICT competence, the motivation of students to participate in network interaction, the ability to work Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 27 October 2020 doi:10.20944/preprints202010.0540.v1…”