scholarly journals The essential language needs to develop the performance of female Arabic language teachers in light of the Professional Licensing Standards document for teachers in Saudi Arabia from the viewpoint of teachers and supervisor in Madinah: الاحتياجات اللغوية اللازمة لتطوير أداء معلمات اللغة العربية في ضوء وثيقة معايير الترخيص المهني للمعلمين بالسعودية من وجهة نظر معلماتها ومشرفاتها بالمدينة المنورة

2021 ◽  
Vol 5 (29) ◽  
pp. 1-38
Author(s):  
Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji
Keyword(s):  
Saudi Arabia ◽  
Educational Level ◽  
Language Skills ◽  
Arabic Language ◽  
Language Teachers ◽  
Years Of Experience ◽  
Female Teachers ◽  
Correct Spelling ◽  
Professional Licensing ◽  
Language Needs

  The study aimed at identifying the essential language needs to develop the performance of female Arabic language teachers in light of the document Standards for Professional Licensing for teachers in Saudi Arabia from the viewpoint of teachers and supervisors in Madinah. To achieve this, we have followed a descriptive survey approach where we designed a questionnaire to determine the language needs of female Arabic language teachers. The questionnaire was applied to a sample of female Arabic language teachers and supervisors in the Medina area, Their number reached (756), including (735) female teachers and (21) supervisors, using statistical software (SPSS). The results of the survey demonstrated (73) essential language need to develop the performance of female Arabic language teachers, distributed in the two fields: language skills and linguistics. The results showed also that the overall degree of the language needs I got an overall average (4.15 out of 5), i.e. with a (high) degree, and at the level of the two main areas; (The domain of language skills) got an average of (4.30) with a degree (very large), and it came in first place (the axis of speaking and reading in a correct and sound language, with an average of (4.42), followed by (the axis of proper written expression and taking into account correct spelling with an average of (4.25), then It is followed by (the axis of comprehension of the audio and reading text, with an average of (4.24), all of which are in degrees (very large), while (the field of linguistic sciences skills) got an arithmetic average of (4) with a degree (large), while the axes of the field came in first place, the axis (Grammar). And morphology) with an average of (4.36), to a degree (very large), followed by the (Literature) axis with an average of (3.99), then the (Rhetoric and Criticism) axis with an average of 3.98, then the (Linguistics) axis with an average of 3.96, and came in the last rank (The performances and rhyme averaged (369), all with a degree of appreciation (high). and there were no statistically significant differences between the female teachers ’and supervisors’ views on those needs. Also, there are no statistically significant differences between the responses of female Arabic language teachers concerning language needs due to two variables: years of experience, and the educational level in all units, except for the comprehension of the audio and readable text unit that is attributed to the variable of years of experience in favor of experienced teachers (from 5-10) years. While the comprehension of the audible and read text, and literature units were attributed to the variable of the educational level in favor of female secondary school teachers. Based on the results, the researchers recommended programs for training female Arabic language teachers and designing professional development programs in line with language needs, and engaging female Arabic language teachers in determining the language needs necessary to develop their professional performance in a way that enables them to perform their future roles with high efficiency.

scholarly journals Assessment of Training Needs for Teaching at the elementary schools in Saudi Arabia

2017 ◽  
Vol 20 (3) ◽  
pp. 50-62
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Saudi Arabia ◽  
Lesson Plan ◽  
Arabic Language ◽  
Training Needs ◽  
Language Teachers ◽  
Years Of Experience ◽  
Training Project ◽  
Training Courses ◽  
Planning Implementation ◽  
Training Need

The study aimed to identify Arabic language teachers' training needs in teaching my beautiful language Textbook with regards to lesson plan, its implementation and evaluation in investigating the statistically significant differences in training needs related to gender differences, years of experience, and number of training courses attendance at the primary level in Arar, Saudi Arabia. The study employed descriptive statistics to describe mean scores of the samples, standard deviation and ANCOVA to determine the statistically significant differences among the respondents. The study tool consisted of (46) item which was divided into three areas namely; planning, implementation and evaluation. The samples were (25) male and (25) female primary school teachers. The study found that the degree of training need for planning, implementation and evaluation is high and the degree of training need for teachers in the implementation and evaluation of lessons is also high regardless of the number of training courses attended. Also it was found that the female teachers are in need of training more than the male teachers and that training need increases with the increase in the number of years of experience. The study recommended capitalizing on training project in solving the problem of teachers for training on the planning and implementation skills and the lesson evaluation of my beautiful language Textbook.

scholarly journals Difficulties of Teaching Based on Differentiated Instruction from the Viewpoint of Arabic Language Teachers in Qatif Governorate, Saudi Arabia: صعوبات التدريس المتمايز من وجهة نظر معلمي اللغة العربية بمحافظة القطيف بالمملكة العربية السعودية

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Mohammed Abdullah Alnasser
Keyword(s):  
Saudi Arabia ◽  
Differentiated Instruction ◽  
Arabic Language ◽  
Language Teachers ◽  
Study Phase ◽  
Impact Study ◽  
Kingdom Of Saudi Arabia ◽  
Level Of Significance ◽  
High Degree ◽  
The Impact

The present study aims to identify the Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate In the Kingdom of Saudi Arabia. In order to achieve these objectives, a questionnaire was designed, It consisted of (33) items distributed to five Domains. It was distributed to the study Sample wish was formed from (172) Arabic teachers chosen randomly from all study phases. The study found that the whole mean of Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate was (3.60). At the domains level: The difficulties of the environment of the school was the first with a mean (3.97), then the difficulties of a teacher with a mean (3.73).Booth with a high degree of difficulty. Difficulties of Curriculum was the third with a mean of (3.58), Then The difficulties of Administrative Regulation with a mean of (3.43), Finally The difficulties of Students with a mean of (3.28). All final three domains with a Medium degree of difficulty. The study also found that there were no significant differences between the average of these answers at the level of significance (α ≤ 0.05) due to the impact study phase. Based on these results The researcher recommended to train teachers and supply schools with suitable facilities and materials to teach the Arabic language based on Differentiated Instruction.

scholarly journals The extent to which middle school teachers possess creative teaching skills: مدى امتلاك معلمات اللغة العربية في المرحلة المتوسطة بمنطقة عسير لمهارات التدريس الإبداعي

2020 ◽  
Vol 4 (36) ◽  
Author(s):  
Sharifa Saad Haidan
Keyword(s):  
Middle School Teachers ◽  
Intermediate Stage ◽  
Arabic Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
School Teachers ◽  
Creative Teaching ◽  
Female Teachers ◽  
Descriptive Approach ◽  
Asir Region

The aim of this research is to evaluate the extent to which teachers of the Arabic language at the intermediate stage in the Asir region possess the skills of creative teaching and to achieve this goal the researcher used the descriptive approach, as the researcher prepared a card for observing creative teaching skills, and it consisted of (48) paragraphs and was applied to a sample of language teachers Arabic in the intermediate stage in the Asir region; The number of (15) female teachers. The results of the research showed that the overall tool has obtained an average (1.59 out of 3), with a rating (low), and at the axis level, the axis of creative implementation skills got the highest average (1.84 out of 3), with an estimate (average), and the axis of the creative evaluation of the teachers Average (1.76 out of 3) rated (low), and finally, the creative planning axis got an average (1.18 out of 3) rated (low), and in light of these results the researcher made some recommendations, the most important of which are: Making use of the observation card and its list of skills in building programs Training for Arabic language teachers, and participation of curriculum experts, teaching methods and educational technology in planning, designing, implementing, and evaluating programs Training related to Arabic language teachers.

scholarly journals Attitudes of Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder in Amman: اتجاهات معلمي اللغة العربية نحو استخدام التعلم باللعب في تعليم أطفال اضطراب طيف التوحد في عمان

2021 ◽  
Vol 5 (49) ◽  
pp. 89-75
Author(s):  
Muhammad Hamid Al-Mashaqbeh Muhammad Hamid Al-Mashaqbeh
Keyword(s):  
Autism Spectrum Disorder ◽  
Educational Games ◽  
Children With Autism ◽  
Arabic Language ◽  
Autism Spectrum ◽  
Language Teachers ◽  
Spectrum Disorder ◽  
Years Of Experience ◽  
Educational Qualification ◽  
Learning Through Play

This study aimed to identify the attitudes of Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder in Amman and to identify the impact of the following variables (gender, educational qualification, years of experience). It was distributed to (50) teachers of the Arabic language, and its validity and reliability were confirmed by a committee of arbitrators from specialists. The Arabic language teachers towards the use of learning through play in teaching children with autism spectrum disorder was significant, as it was found that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the average responses of the study sample members towards trends. Arabic language teachers towards the use of learning by playing in teaching children autism spectrum disorder due to the gender variable (gender, educational qualification, years of experience) and based on the results of this study, the researcher recommended recommendations, the most important of which is the need to work on integrating autistic children into the family Educational games as it increases their motivation, interest in developing learning through play for children with autism as much as possible, the need to work on using the method of play in developing communication skill for children on the autism spectrum.

scholarly journals The Attitudes of Arabic language teachers for the upper basic stage towards learning bridges activities in Almafraq Governorate: اتجاهات معلمي اللغة العربية للمرحلة الأساسية العليا نحو أنشطة جسور التعلم في محافظة المفرق

2021 ◽  
Vol 5 (50) ◽  
pp. 133-118
Author(s):  
Ayoub Khalaf Al-Mashqabah Ayoub Khalaf Al-Mashqabah
Keyword(s):  
Arabic Language ◽  
Point Of View ◽  
Language Teachers ◽  
Survey Method ◽  
Female Teachers ◽  
Basic Stage ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Sample Method ◽  
Descriptive Survey

This study aimed to reveal the attitudes of Arabic language teachers of the upper basic stage towards learning bridges activities from their point of view in Mafraq Governorate in Jordan. To achieve the objectives of the study, the descriptive survey method was used. The study used an electronic questionnaire consisting of (20) items, It was distributed amongst the study sample members, which consisted of (172) male and female teachers, and they were chosen by the available intentional sample method. The results of the study showed that the degree of the Arabic language teachers’ attitudes of the upper basic stage towards the activities of learning bridges from their point of view was high; with an arithmetic mean (2.40), and the absence of statistically significant differences at the level (α = 0.05) in the estimates of the study sample members due to the variables (gender, educational qualification, training courses), and in light of the results of the study, the researcher presented a group among the recommendations the most important is encouraging and educating teachers in Jordanian schools to benefit from the activities of learning bridges in teaching.

scholarly journals Intermediate Students’ Arabic Writing Ability: An Exploratory Study in Saudi Arabia

2021 ◽  
Vol 11 (2) ◽  
pp. 101
Author(s):  
Jihad Al Marazeeq ◽  
Subhieya Abu Hatab
Keyword(s):  
Saudi Arabia ◽  
Writing Skills ◽  
Intermediate Stage ◽  
Arabic Language ◽  
Language Teachers ◽  
Ability Level ◽  
Intermediate Students ◽  
Writing Ability ◽  
Academic Year ◽  
Grade Average

This research investigates students’ ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students’ ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students’ ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers’ awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.

scholarly journals The teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour: الكفايات التعليمية اللازمة لمعلمي اللغة العربية للصف الرابع الأساسي  في مديرية تربية الأغوار الجنوبية

2020 ◽  
Vol 4 (20) ◽  
Author(s):  
Ali Salameh Dawod AlKhleifat
Keyword(s):  
Classroom Management ◽  
Fourth Grade ◽  
Arabic Language ◽  
Language Teachers ◽  
Vocational Development ◽  
Teaching Competencies ◽  
Human Relationships ◽  
Male And Female ◽  
Female Teachers ◽  
Study Results

This study aimed at identifying the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour from the perspective of teachers themselves as well as the relationship of that with some demographic variables. In order to achieve the study objectives, the researcher developed a questionnaire that consisted of (39) items distributed to six domains; its validity and reliability were verified. The study sample consisted of (47) male and female teachers who were chosen in the simple random way of sampling, from those who teach the subject of Arabic language for the fourth grade. The study results showed that the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour was high and for all the domains. The domain of (human relationships and classroom management) was in the first place, followed by the domain of (preparation and planning), then the domain of (implementing the lesson), followed by the domain of (evaluation), then the domain of (scientific side and vocational development), and finally the domain of (educational aids and techniques). The results showed that there are no statistically significant differences for the level of teaching competencies required for the Arabic language teachers at the total level and for the domains of ( scientific side and vocational development, implementing the lesson, human relationships and classroom management, ad evaluation) attributed to the variable of years of experience in favor of the (6) years and more. The results also revealed that there are no statistically significant differences at the level ( α≤0.05 ) due to the variables of gender and educational qualification regarding the level of teaching competencies required for the Arabic language teachers for the fourth grade. In the light of the results, the study recommended the necessity of holding more training courses for the male and female teachers of Arabic language in order to enable them to acquire the teaching competencies required for all the educational stages and academic grades.

scholarly journals The Role of Arabic Language Teachers in Developing the Cognitive Survey  Using the Apprenticeship Strategy among high School Students in Al-Jouf region: دور معلمات اللغة العربية في تنمية الاستطلاع المعرفي باستخدام استراتيجية التلمذة المعرفية لدى طالبات المرحلة الثانوية في منطقة الجوف

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Hanan Wanees Al-Rabia
Keyword(s):  
High School Students ◽  
Arabic Language ◽  
Female Students ◽  
Language Teachers ◽  
School Students ◽  
Female Teachers ◽  
Secondary Stage ◽  
And Training ◽  
Total Average

This study aimed to reveal the role of Arabic language teachers in developing the cognitive survey using the apprenticeship strategy among high school students in the Al-Jouf region; through the teachers’ perspectives and the views of the students. To achieve the goals of the study, the descriptive approach was used, and the questionnaire was the study tool, and it was applied to a sample of (278) female teachers and (327) female students at the secondary stage. The results showed that the response of the teachers at the level of the overall tool got a total average (4.20 out of 5), i.e. an estimate of practice (very large), and at the level of fields, implementation got the highest average (4.51) with an estimate (very large), followed by planning with an average (4.46) with an estimate (very large), then the evaluation with an average (3.64) is rated (highly). As for the female students ’response, I obtained a total average (3.28 out of 5), i.e. an estimate of (medium) practice, and at the level of fields, planning got the highest average (3.41) with a (large) estimate, followed by the evaluation with an average (3.34) with an estimate (average), then implementation with an average (3.10) (Average). Based on the results, the researcher recommended that the female teachers search for developing the cognitive survey of female students through the cognitive discipline strategy, and enriching the content of the Arabic language curricula at the secondary stage with some activities and training that contribute to increasing the students ’motivation towards research, investigation and polling, and training the teachers to develop the cognitive survey of female students during Teaching the Arabic language course at the secondary level; By employing modern teaching strategies based on female students ’positivity, and also providing an interesting educational environment for female students that motivates them to search, discover, and be attracted to every motive.

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