Students’ Perception toward Social Media Assisted Language Learning (SMALL) for Arabic Learning

Sari, Risna Rianti; Hasibuan, Albar Adetary

doi:10.22219/jiz.v2i2.9911

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…The results of the above study differ from the conclusions of Abdullahi et al who concluded that students achieve high results in learning Arabic by using the web (Abdullahi et al, 2018). The results of this study also contradict the conclusions of Sari & Hasibuan who said that social media can improve students' skills (Sari & Hasibuan, 2019;Djumabaeva & Kengboyeva, 2021). While the results of this study indicate that students and lecturers' responses to learning Arabic as a whole show low Arabic listening skills.…”

Section: Students and Lecturers' Perceptions Of The Quality Of Online Arabic Learning Outcomescontrasting

confidence: 91%

Arabic as foreign language learning in pandemic COVID-19 as perceived by students and teachers

Ritonga¹,

Kustati²,

Budiarti³

et al. 2021

lingcure

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Teaching and learning process using mobile application becomes one of alternative tools to substitute face-to-face learning during Pandemic Covid-19. The lecture process during the period has been experienced since March 2020 until the end of the even semester of the academic year 2019/2020. There were various obstacles felt by lecturers and students in the courses. Under normal conditions, learning Arabic as a foreign language is still faced with various problems. Since, there are no specific studies in this issues that have been conducted by experts for Indonesian context, we are interested to identify the perception of students and lecturers on the quality of Arabic teaching and learning process. This research uses qualitative method where the sources of data are students and lecturers of Arabic language education study program Faculty of Islamic Studies, Muhammadiyah University of West Sumatra. The data collection taken from interview by phone. The finding showed that the students and lecturers' perceptions of the quality of the online learning process are negative. Then, students’ and lecturers' perceptions of the quality of online Arabic learning outcomes are negative.

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Section: Students and Lecturers' Perceptions Of The Quality Of Online Arabic Learning Outcomescontrasting

confidence: 91%

Arabic as foreign language learning in pandemic COVID-19 as perceived by students and teachers

Ritonga¹,

Kustati²,

Budiarti³

et al. 2021

lingcure

View full text Add to dashboard Cite

show abstract

“…Another study conducted by Fosu et al [61] confirmed similar findings. A study conducted by Sari & Hasibuan [62] regarding student perceptions of social networks in learning Arabic showed that social networks enhance language expertise, make education more inspiring, and transform student views on language learning. A study conducted by Balliammanda [15] on the use of mobile technology in Oman by school students revealed that learners felt uncomfortable when they forgot to carry their hi-tech devices.…”

Section: -3-prospective Teacher Perceptions Of Digital Network Sites ...mentioning

confidence: 99%

Bridging the Gap: Social Networks and Professional Development in the Eyes of Prospective Science Teachers

Alarabi,

Al Abidi,

Pagani

et al. 2024

Emerg Sci J

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Virtual social network platforms have rapidly become settings for cultivating various types of bonding, bridging, and building social capital. This promotes professional and personal relationships and has implications for our psychological wellness. Our qualitative study, which has taken place in the United Arab Emirates (UAE) and Oman, explored the perspectives of science teachers in training regarding the utilization of social networks for professional development (PD). We conducted 26 semi-structured interviews across both countries. Our results unveiled nuanced insights into the influence of social networks on the professional development of prospective science teachers, the challenges they face while using these means for networking, and how cultural norms and institutional factors impact learning, collaboration, and adoption of such virtual social systems. The findings suggest that social networks can serve as valuable tools for the professional development of prospective science teachers. Notably, there was a subtle divergence between the two groups. The UAE participants have emphasized global perspectives and valued insights into worldwide educational trends, whereas the Omani participants have appreciated the global perspective and prioritized local connections. Additionally, remarkable differences in technology access and infrastructure challenges between UAE and Oman teachers in training highlight the need for more equitable professional development opportunities. Emirati and Omani participants differ in their access to international educational trends and technology because of economic disparities. This could be translated into more resources for education and technological infrastructure, as the geographical location of the UAE as a global hub makes it easier to access global networks and trends. The implications of these findings point to the critical need for the effective use of social networks in the professional development of science teachers. Doi: 10.28991/ESJ-2024-08-01-014 Full Text: PDF

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“…, 2019). Similarly, a survey of Arabic language students suggested that they perceive social media as improving language skills, making learning more interesting and changing their perspective on language learning (Sari and Hasibuan, 2019). Despite the many recent negative news items about the impact of social media use and considering the impact of the COVID-19 pandemic, students continue to perceive positive impacts of social media for learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding instructor adoption of social media using the technology acceptance model

Thanomsing

Sharma

2022

JRIT

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PurposeSocial media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.Design/methodology/approachThis qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.FindingsFindings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.Originality/valuePrevious studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

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Students’ Perception toward Social Media Assisted Language Learning (SMALL) for Arabic Learning

Cited by 6 publications

References 5 publications

Arabic as foreign language learning in pandemic COVID-19 as perceived by students and teachers

Arabic as foreign language learning in pandemic COVID-19 as perceived by students and teachers

Bridging the Gap: Social Networks and Professional Development in the Eyes of Prospective Science Teachers

Understanding instructor adoption of social media using the technology acceptance model

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