scholarly journals Arabic Language Learning (ALL) for Kids

2012 ◽  
Vol 1 (1) ◽  
pp. 137-150
Author(s):  
محمد سليم طريقي، وساندرا عمر محمد سليم طريقي، وساندرا عمر
Keyword(s):  
Language Learning ◽  
Computer Technology ◽  
Arabic Language ◽  
Ease Of Use ◽  
Traditional Learning ◽  
Learning Tools ◽  
Special Schools ◽  
Interactive Field ◽  
Significant Difference ◽  
Prime Objective

Arabic Language has an exceptional position in Islam. It is the language of Quran, thus the need to learn and understand Arabic amongst Muslims is of paramount importance. For countries where their native language is not Arabic, the language is only taught in special schools with early ages such as in the kindergarten. With the advent of computer technology, various kind of multimedia tools have been developed for the purpose of language learning. Even though there are few applications available in the market for that purpose, most of them do not fully utilize the multimedia elements. The prime objective of this study was to propose an Arabic Language Learning (ALL) for kids of ages between 4 to 6 years old that enable them to learn the language. In the process, an interactive field-tested ALL for kids has been developed as an alternative to the traditional learning tools. The results of user evaluation on the ALL indicate that it has good usability in terms of Learnability, Usefulness, Ease of Use and Outcome/Future Use. The results also indicate that there is a significant difference between novice and expert users for Usefulness and Ease of Use, while no significant difference for learnability and Outcome/Future Use

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals Manajemen Pembelajaran Bahasa Arab Berbasis TIK di Madrasah Aliyah Daarul Uluum Majalengka

2017 ◽  
Vol 2 (1) ◽  
pp. 155-167
Author(s):  
Badrudin Badrudin
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Arabic Language ◽  
Learning Model ◽  
Research Approach ◽  
Learning Tools ◽  
Digital Era ◽  
Computer Based ◽  
Descriptive Method ◽  
Integration Effort

This study aimed to analyze the management of ICT-based Arabic learning. This study was designed to find the management of ICT-based Arabic learning in MA Daarul Uluum Majalengka. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied a qualitative research approach. The research method was descriptive method. The data were collected by conducting observation, interview, and documentation. The data were analyzed using the techniques qualitative analysis. The results showed that the design of ICT-based Arabic learning model can be developed at MA Daarul Uluum Majalengka a communicative computer-based Arabic learning model. The materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and facilitator elaborating the materials that need clarification for the learners.

scholarly journals Epistemology of Arabic Language Learning Technology Development

2021 ◽  
Vol 13 (1) ◽  
pp. 73-89
Author(s):  
Ahmad Nurcholis ◽  
Nuryani Nuryani ◽  
Heri Efendi ◽  
Syaikhu Ihsan Hidayatullah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Technology Development ◽  
Model Development ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Technology ◽  
Learning Tools ◽  
Model Based ◽  
Digital Era

Students' lack of Arabic language skills might be caused by some factors, such as the models and strategies used by teachers, the students’ excitement in learning and their character. This study aimed to research on the epistemology of Arabic learning based on ICT. It was designed to find the Arabic learning model based on ICT. It assumed that integrating various fields of study with ICT, including Arabic language learning, is essential to be developed in this digital era. However, there are obstacles experienced by several schools, especially the teachers, they do not have a specific format for using ICT to integrate both scientific subjects. Descriptive qualitative research was used in this research. The data collection was done through observation, interviewing the teachers and one hundred X grade students, and documentation. The data were analyzed by using the Miles and Huberman technique. The results showed that the design of the ICT-based in Arabic learning model development is “al-hasub al-ittishalî”, this is an innovative Arabic learning model based on ICT. In this model, the materials and other learning tools are designed in a computer program. As stated by E. L. Criswell, computers provide opportunities for students to participate and respond to the student’s activities actively. This model contributes in making the teaching and learning process more effective. With this model, the teacher is expectedly able to become a learning motivator and a mediator to explain some materials to the students. Besides, the use of ICT is a must considering the digital era.

scholarly journals Development Of Naqli And Aqli Integration Framework For Effective Dyslexia Arabic Language Learning Tools

2019 ◽  
pp. 368-377
Author(s):  
Nurkhamimi Zainuddin ◽  
Rozhan M. Idrus ◽  
Mohammad Najib Jaffar ◽  
Mohd Akashah Mohamad Yusof
Keyword(s):  
Language Learning ◽  
Religious Education ◽  
Arabic Language ◽  
Learning Tools ◽  
Integration Framework ◽  
Effective Implementation ◽  
Language Knowledge ◽  
Literature Reviews ◽  
Independent Entity ◽  
Set Up

This qualitative study addresses a conceptual framework for integrating naqli (religious education) and aqli (conventional knowledge) into Arabic language learning tools for dyslexic students. Literature reviews and document analysis techniques were used in order to study backgrounds and processes related to the proposed framework. The results are then presented narratively, starting with the four identifiable categories of naqli and aqli integration and how it can help determine the set-up of an instrument of Arabic language knowledge transfer, which is designed to help individuals with dyslexia. Each level is established to serve either as an independent entity that balances each other out, or to take the form of a stage in a process that influences other processes. Understanding how the integration works is fundamental to bringing about effective implementation of Dyslexia Arabic Language Learning Tools (DALT). Within the framework of the naqli-aqli integration, knowledge and expertise will have to be coupled with good character to foster learners’ civic development.

scholarly journals PEMBELAJARAN BAHASA ARAB BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI DI KEDIRI

2019 ◽  
Author(s):  
Taufiq Anshori
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Applied Research ◽  
Sampling Technique ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Tools ◽  
Digital Era ◽  
Computer Based ◽  
Integration Effort

AbstractThis study aimed to analyze the design of ICT-based Arabic learning model. This study was designed to find the best model of ICT-based Arabic learning. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied research and development model with a qualitative research method. This research was conducted through three phases, i.e. introduction, development and implementation. The research sampling technique was purposive sampling. The data were collected by conducting observation, interview and documentation. The data were analyzed using the techniques developed by Miles and Huberman. The results showed that the design of ICT-based Arabic learning model can be developed at MTs Negeri KEDIRI was the al-Hâsûb al-Ittishâlî model, i.e. a communicative computer-based Arabic learning model. In this model, the materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and mediator elaborating the materials that need clarification for the learners.

WEB ASSISTED LANGUAGE LEARNING SYSTEM FOR ENHANCING ARABIC LANGUAGE LEARNING USING COGNATES

2015 ◽  
Vol 77 (19) ◽  
Author(s):  
Roaya Shehab ◽  
Akram M Zeki
Keyword(s):  
Language Learning ◽  
Quantitative Method ◽  
Arabic Language ◽  
Learning System ◽  
Traditional Learning ◽  
Learning And Teaching ◽  
Effective Learning ◽  
System A ◽  
Malaysian Students ◽  
Wall System

This paper aims to study the use of the WWW in the learning and teaching of Arabic as a second language. Moreover, it aims to study the combination of Web Assisted Language Learning (WALL) and cognate (words similar in meaning and pronunciation) transfer for Arabic language. In addition, the main goal of this paper is to enhance learning of the Arabic language with the approach of WALL. Therefore, the authors built an Arabic WALL system that automatically identifies cognates in Arabic and any other language. The WALL system displays the cognates in a list and as lessons. However, for evaluating the system, Malay language was chosen to be stored in the database. To evaluate the system, a quantitative method was used in the study. A survey was conducted among two groups of respondents. The respondents of the first group were five (5) Malay-speaking learners. The respondents of the second group were five (5) teachers who teach Arabic to Malaysian students. The questionnaire consisted of 14 closed questions (five-point Likert scale). It was found that the majority of participants were satisfied using the system and that they preferred it over traditional learning. They also found the system to be an effective learning tool. Overall, the findings showed that the goals of the study had been achieved. 

Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

2012 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Tainyi Luor ◽  
Hsi-peng Lu ◽  
Robert E. Johanson ◽  
Hueiju Yu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Computer Assisted ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
Significant Difference ◽  
E Learning ◽  
Acceptance Model

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners’ first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners’ perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners’ intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study’s findings shed light on the relationship between TAM model and factors related to COEL programs.

scholarly journals Vocabulary learning through data-driven learning in the context of Spanish as a foreign language

2019 ◽  
Vol 7 ◽  
pp. 18-46 ◽  
Author(s):  
Gang Yao
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Longitudinal Design ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Data Driven ◽  
Future Application ◽  
Traditional Learning ◽  
Significant Difference

An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.

scholarly journals Assessing Arabic language learning for deaf student: A Study of using mobile immersion in Saudi Arabia

2019 ◽  
Vol 5 (2) ◽  
pp. 1-5
Author(s):  
Jawaher Jamaan, ◽  
Zainatul Shima Abdullah
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Intervention Program ◽  
Writing Skills ◽  
Arabic Language ◽  
Deaf Students ◽  
Design Procedures ◽  
Deaf Student ◽  
The Third ◽  
Significant Difference

This study focuses on using m-learning in Arabic language learning for deaf student. A thorough planning has been organized on the methodology and the study research sequence, to ensure smooth organization of the research. The methodology of this research contains three sections. The first section is on the sample/participants chosen for the study, the second section focuses on the research design/procedures used in conducting the study and the third section is on the research experimental method. Finding of study showed that there is statistically significant difference between total scores before /pretest and total scores after/posttest in intervention program of writing skills for deaf students.

scholarly journals Teaching Arabic as a Second Language (TASL): Simulation of the Canadian/ American exemplary TESL Models. A Feasibility Study in Promoting a Saudi-Owned TASL Programme

2019 ◽  
Author(s):  
Abdulaziz Alshahrani
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Arabic Language ◽  
Learning Tools ◽  
Speakers Of Other Languages ◽  
Present Context ◽  
Proposed Modification ◽  
Efficient Learning ◽  
Context Specific ◽  
Survey And Evaluation

Given that teaching Arabic, as a second language has become increasingly significant in the present context, it follows that there is an urgent and pressing need to develop efficient learning tools as well as adequate measuring tools for testing the learner’s development. There are numerous problems associated with measuring a learner’s proficiency in Arabic in the context of Western cultures. These problems are related to the non-adaptability of measuring tools from one setting into another without taking cultural factors into account. The difficulties faced by scholars in adapting Teaching English to Speakers of Other Languages (TESOL) tools to the Saudi context is an example. However, the problems associated with such an adaptation indicate the need for context-specific language acquisition measuring tools. Either currently existing tools such as TESOL need to be radically altered to fit Saudi contexts and requirements, or entirely new tools must be created in order to test the efficacy of language learning in Saudi Arabia. This study aims at a close examination of ways in which existing tests such as TESOL may be adapted or modified to suit the requirements of teachers and learners in the Saudi context. A survey and evaluation of existing tools was followed by developing new tools specifically for Arabic language. It concludes by giving recommendations for proposed modification of existing strategies for Arabic learners that associates the language more directly with functional workplace contexts.

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