The design and implementation of an Arabic pronunciation application for early childhood

Aljojo, Nahla; Munshi, Asmaa; Almukadi, Wafa; Alanaya, Ihdaa; Zainol, Azida; Albalawi, Hawazin; Alharbi, G.; Almadani, Nada; Almohammadi, Elaf; Kadu, Alaa; Abdulghaffar, Nadia A.

doi:10.3926/jotse.486

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…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).…”

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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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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“…To the best of our knowledge, there is limited implementation and usage of AR technology to assist Arabic-speaking students and teachers during chemistry lessons. Most of the developed AR tools were designed to support students in other courses, such as Arabic courses [14], courses targeting impaired/disabled students [15], interactive writing courses [16], and early childhood development courses [17]. The only AR app we could find targeting Arabic speakers was developed and tested by Ewais and Troyer [18], who designed and developed an AR application to assist female elementary school students in Palestine in learning the reactions among atoms and molecules.…”

Section: Literature Reviewmentioning

confidence: 99%

MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

et al. 2021

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The visualization of objects of an abstract nature has always been a challenge for chemistry learners. Thus, augmented reality (AR) and virtual reality (VR) have been heavily invested in as immersive learning methods for these concepts. This study targets the segment of the chemistry curriculum involving the chemical elements of the periodic table. For this purpose, we developed the AR educational tool called MicroWorld. This Arabic educational AR app was developed in unity with Vuforia SDK. Using MicroWorld, students can visualize chemical elements microstructures in 3D, see 3D models of the elements in their substantial forms, and combine two chemical elements to see how certain chemical compounds can be formed. In this work, MicroWorld’s usability was evaluated by junior high school students and chemistry teachers using the Arabic system usability scale (A-SUS). The A-SUS average score was 71.5 for junior high school students, while the scale for teachers reached 76. This research aims to design, develop, and evaluate the AR app, MicroWorld. This app was built and evaluated through the lens of the design science research paradigm.

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“…Bloom's taxonomy describes the level of skill indicators, from the stage of knowing, describing, analyzing, evaluating, creating, and critical thinking (Pentury & Anggraeni, 2019). It is known that the level of critical thinking through several stages, so the students can create ideas independently (Aljojo et al, 2019). This can be used as a benchmark in using media that fall into the HOTS, MOTS, or LOTS categories (Teimourtash & Moghaddam, 2017).…”

Section: Introductionmentioning

confidence: 99%

Using Bloom’s Taxonomy in Arabic Learning Media to Elevate Student’s Writing in Covid-19 Situation

Arifin¹,

Febriani

Anasruddin³

2021

AlTarib

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Learning Arabic writing skills in the Pandemic Era is confronted with complex problems. One of complex problems is the minimal interaction of the limitations in learning process that has an impact on students’ learning outcomes. This STUDY aims to explore various Arabic learning media to support learners’ writing skills that can be implemented during the COVID-19 situation. The research used a qualitative approach with the case study design. The informants of the study are those who write using online-based writing learning media. The data were collected through observations, and document The findings showed that learning Arabic media based on developing taxonomy can be divided into five basic classifications according to the evolving taxonomy; media understanding stage; YouTube, Facebook, Google search, Twitter, Media application stage: Quick Voice, Animation Creation, Google Doc, media analysis; Mind map, Numbers page, evaluation media; Edmodo, Skype, Google search, Whatsapp, creative media; WordPress, iMovie, YouTube, Creative Books, Instagram. The findings of this study indicated that the process of using online media is an effort to improve creative and critical thinking processes in improving learners’ Arabic writing skills. This study examines research to test each of the media used during the COVID-19 situation.

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The design and implementation of an Arabic pronunciation application for early childhood

Cited by 9 publications

References 2 publications

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

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

MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

Using Bloom’s Taxonomy in Arabic Learning Media to Elevate Student’s Writing in Covid-19 Situation

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