Student’s perceptions of Arabic online learning during COVID-19 emergency

Bahruddin, Urıl; Febriani, Sucı Ramadhanti

doi:10.17478/jegys.763705

Cited by 20 publications

(31 citation statements)

References 33 publications

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“…As revealed by the survey, learners were constrained by the lack of internet access to online learning and constant internet disconnections. The results of the survey align with those by (Musingafi et al, 2015;Pokhrel & Chhetri, 2021;Bahruddin & Ramadhanti, 2020), which showed that the lack of interest in using online learning programs was a result of problems related to the access and use of ICT including technical problems. In addition, the survey answers indicated that the students may have required assistance that was not immediately available.…”

Section: Discussionsupporting

confidence: 84%

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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Section: Discussionsupporting

confidence: 84%

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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“…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).…”

Section: Literature Reviewmentioning

confidence: 99%

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

Mohammed¹

2022

EJEL

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This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa’s first wave of COVID-19, and the country’s first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course’s resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.

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“…Based on the fact that language acquisition still requires face to face so that it can make it easier for lecturers to provide input and suggestions for improving the language of students (Huang, 2016). In addition, assessment in the language process cannot be absolute through the platform alone, but there are still many things that have not been monitored in assessing students (Bahruddin & Febriani, 2020).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…For this statement, the researchers aim to analyze how the lecturers respond and examine the problems faced with the acquisition of Arabic during onlinebased learning. The psychological condition of students (Wahab, 2016), the learning environment (Hatamleh & Almuslamani, 2020;Mahmudi et al, 2019), and their perceptions can determine the achievement of learning goals (Bahruddin & Febriani, 2020), and using of learning strategies also encourages the successful achievement of learning goals (Barnabas et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Problems of Learning Arabic for Islamic Universities in the Era of Covid-19 Pandemic

Rahmawati¹,

Febriani²

2021

ijole

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The 2019 Coronavirus pandemic (COVID-19) creates challenges for the Arabic learning process at Indonesian Islamic Universities, which is one of the mandatory subjects to support foreign language communication. This research aims to analyze the problems of learning Arabic online at UIN Imam Bonjol Padang in the situation of COVID-19. This research utilise case studies based on data includes observations of Arabic learning processes, collecting documentation through lesson plans and interviews with Arabic lecturers. The data analysis technique employs data triangulation through data collection, data reduction, data presentation, conclussion. The results ascertain that Arabic learning activities showed less effectiveness in COVID-19 situation, this was due to the varied problems of learning Arabic based on online learning; the teacher's experience in designing online-based interactive media, the minimum stable learning platform, the minimal control process on students' language acquisition and supporting facilities in learning Arabic online. The findings of this study discover that Arabic lecturers to integrate all learning components holistically, so the Arabic learning process can achieve maximum results. This research recommends to the other research to find a solution to every problem that exists in Arabic learning in COVID-19 situation at UIN Imam Bonjol Padang.

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Student’s perceptions of Arabic online learning during COVID-19 emergency

Cited by 20 publications

References 33 publications

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

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

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

Investigating the Problems of Learning Arabic for Islamic Universities in the Era of Covid-19 Pandemic

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