Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 33087
Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies

Authors: Salah Algabli

Abstract:

As online learning takes center stage, Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape.

Keywords: Online Arabic language learning, pedagogical opportunities and challenges, online Arabic teachers, online language instruction, digital pedagogy.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 18

References:


[1] Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15.
[2] Friedman, M. (2018). Theory of the consumption function. Princeton university press.
[3] Taghizadeh, M., & Ejtehadi, A. (2021). Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools. Computer Assisted Language Learning, 1-35.
[4] Jiang, X., Rollinson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021). Evaluating the reading and listening outcomes of beginning‐level Duolingo courses. Foreign Language Annals, 54(4), 974-1002.
[5] Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. Relc Journal, 53(1), 296-301
[6] De Brey, C., Snyder, T. D., Zhang, A., & Dillow, S. A. (2021). Digest of education statistics 2019. NCES 2021-009. National Center for Education Statistics.
[7] Tao, J., & Gao, X. A. (2022). Teaching and learning languages online: Challenges and responses. System, 102819.
[8] Li, J., & Wang, Q. (2021, July). Teachers’ Readiness for online language teaching: An exploratory study. In EdMedia+ Innovate Learning (pp. 266-273). Association for the Advancement of Computing in Education (AACE).
[9] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22.
[10] Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and youth services review, 118, 105355.
[11] De Paepe, L., Zhu, C., & Depryck, K. (2018). Online language teaching: Teacher perceptions of effective communication tools, required skills and challenges of online teaching. Journal of Interactive Learning Research, 29(1), 129-142.
[12] Kaveh Nooshabadi, A., & Lotfi Mofrad Niasari, F. (2021). Virtual evaluation in Arabic language teaching during the Covid-19; Challenges and opportunities. Arabic Language and Literature Education, 3(3), 209-222.
[13] El Omari, S. (2015). The effect of computer-assisted language learning on improving Arabic as a foreign language (AFL) in higher education in the United States. Procedia-Social and Behavioral Sciences, 192, 621-628.
[14] Rai, U., Upadhyay, A., & Singh, R. (2021). Learning to online learning: Techniques, challenges and opportunities. Learning How to Learn Using Multimedia, 171-181.
[15] Ippakayala, V. K., & El-Ocla, H. (2017). OLMS: Online Learning Management System for E-Learning. World Journal on Educational Technology: Current Issues, 9(3), 130-138.
[16] Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.
[17] Robson, L. S., Irvin, E., Padkapayeva, K., Begum, M., & Zukowski, M. (2022). A rapid review of systematic reviews on the effectiveness of synchronous online learning in an occupational context. American Journal of Industrial Medicine.
[18] Hoadley, C., & Campos, F. C. (2022). Design-based research: What it is and why it matters to studying online learning. Educational Psychologist, 1-14.
[19] Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
[20] Jansem, A. (2021). The Feasibility of Foreign Language Online Instruction during the COVID-19 Pandemic: A qualitative case study of instructors' and students' reflections. International Education Studies, 14(4), 93-102.
[21] Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198.
[22] Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823-2842.
[23] Hanafiah, A. D., & Aziz, A. A. (2022). Opportunities and challenges in ESL online learning environment: A Review of literature. Sciences, 12(1), 1721-1730.
[24] Kerras, N., & Essayahi, M. L. B. (2022). Education and COVID-19: Learning Arabic language and perspectives. Electronic Journal of e-Learning, 20(1), pp36-52.
[25] Zhou, J., & Zhang, Q. (2021). A survey study on US college students’ learning experience in COVID-19. Education sciences, 11(5), 248.
[26] Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & education, 159, 104009.
[27] Pikhart, M., & Al-Obaydi, L. H. (2023). Potential pitfalls of online foreign language teaching from the perspective of the university teachers. Heliyon, 9(2).
[28] Bouhdima, M. E. (2022). On Arabic language maintenance among Arabs living in western countries: A Review of Literature.
[29] Taha, T. A. (2007). Arabic as" a critical-need" Foreign Language in Post-9/11 Era: A Study of Students' Attitudes and Motivation. Journal of Instructional Psychology, 34(3).
[30] Brosh, H. Y. (2019). Arabic language-learning strategy preferences among undergraduate students. Studies in Second Language Learning and Teaching, 9(2), 351-377.
[31] Ryding, K. C. (2017). Teaching Arabic in the United States II. In Handbook for Arabic Language Teaching Professionals in the 21st Century (pp. 11-19). Routledge.
[32] Coombe, C., Reinders, H., Littlejohn, A., & Tafazoli, D. (2019). Innovation in language learning and teaching: The case of the MENA. Innovation in language learning and teaching: The Case of the Middle East and North Africa, 1-18.
[33] Blake, R. J., & Shiri, S. (2012). Online Arabic language learning: What happens after?. L2 Journal, 4(2).
[34] Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, Calif.: Sage.
[35] Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
[36] Savenye, W. C., & Robinson, R. S. (2013). Qualitative research issues and methods: An introduction for educational technologists. Handbook of research on educational communications and technology, 1030-1056.
[37] Cai, S., & Zhu, W. (2012). The impact of an online learning community project on university Chinese as a foreign language students’ motivation. Foreign Language Annals, 45(3), 307-329.
[38] Taweethong, N. (2018). The social benefits of e-learning for the study of foreign languages in the Thai education system. International Journal of Management and Applied Science (IJMAS), 5-9.