Challenges and Expectations of Online Arabic Language Teaching In The Covid-19 Pandemic Era

Al Muslim Mustapa, Mohd Faizulamri Mohd Saad, Mohamad Zulkifli Abdul Ghani

Abstract


The Covid-19 pandemic has changed the educational landscape around the world. In this era, higher education institutes offer fully online teaching and learning delivery as an alternative implementation. During the transition period, faculty and students experimented extensively to adapt to the new norms of education. This paper aims to reveal the positive academic experiences of Arabic language teachers during the past semester and their challenges. Belief in one's ability and readiness to face the coming day is essential for the following action plan by those in charge. It becomes an indicator for individuals to equip themselves and not be adequate with existing skills. Data were obtained through a questionnaire instrument to 12 respondents of Arabic language instructors and then analyzed based on the Fuzzy Delphi method. The study lists five (5) positive experiences and three (3) most fundamental challenges of online teaching. Belief in the readiness of implementing online teaching for the coming semester was also expressed. The actual situation of the teaching staff is an essential indicator in evaluating the effectiveness and quality of delivery during the Covid-19 pandemic. The educational landscape is far from changing and will never return to how it was before.


Keywords


Online Teaching; Arabic Teaching and Learning; language instructors; New Norms; Challenges

Full Text:

PDF

References


Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180

Al-Rahmi, W., Aldraiweesh, A., Yahaya, N., Kamin, Y. Bin, & Zeki, A. M. (2019). Massive open online courses (MOOCs): Data on higher education. Data in Brief, 22, 118–125.

Averkieva, L., Kachalov, N., & Author, C. (2020). Internet technologies in foreign language learning. International Journal of Social Sciences and Humanities, 4(2), 50–56. Retrieved from https://doi.org/10.29332/ijssh.v4n2.405

Bisht, R. K., Jasola, S., & Bisht, I. P. (2020). Acceptability and challenges of online higher education in the era of COVID-19: a study of students’ perspective. Asian Education and Development Studies, ahead-of-print(ahead-of-print). https://doi.org/10.1108/AEDS-05-2020-0119

Hidalgo, F. J. P., & Abril, C. A. H. (2020). MOOCs: Origins, concept and didactic applications: A systematic review of the literature (2012–2019). Technology, Knowledge and Learning, 25(4), 853–879.

Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97(9), 2810–2814. https://doi.org/10.1021/acs.jchemed.0c00671

International Association of Universities (IAU), & Erasmus Student Network (ESN). (2020). COVID-19 impact on Higher Education : Institutional and Students’ Perspectives. Retrieved from https://www.iau-aiu.net/COVID-19-impact-on-Higher-Education-Institutional-and-Students-Perspectives

Junco, R., Merson, D., & Salter, D. W. (2010). The effect of gender, ethnicity, and income on college students’ use of communication technologies. Cyberpsychology, Behavior, and Social Networking, 13(6), 619–627.

Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.

Kumar, B. A., & Mohite, P. (2017). Usability of mobile learning applications: a systematic literature review. Journal of Computers in Education, 5, 1–17. https://doi.org/10.1007/s40692-017-0093-6

Lee, M. J. W., & Chan, A. (2007). Pervasive, lifestyle‐integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study. Open Learning, 22(3), 201–218.

Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2021). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, May 2021, 1-18. https://doi.org/10.1007/s12528-021-09274-2

Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report. Retrieved from https://www.iauaiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf

MCMC. (2020). Media Statement: Changing Usage Patterns Influence Internet Speed In Malaysia. Malaysian Communications and Multimedia Commission. Retrieved from https://www.mcmc.gov.my/ms/media/press-releases/media-statement-changing-usage-patterns-influence

Mohd Amir, R. I., Mohd, I. H., Saad, S., Abu Seman, S. A., & Tuan Besar, T. B. H. (2020). Perceived Ease of Use, Perceived Usefulness, and Behavioral Intention: The Acceptance of Crowdsourcing Platform by Using Technology Acceptance Model (TAM). In Charting a Sustainable Future of ASEAN in Business and Social Sciences (pp. 403–410). https://doi.org/10.1007/978-981-15-3859-9_34

Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119(November), 1-12. https://doi.org/10.1016/j.childyouth.2020.105535

Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85.

Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 1–12.

United Nation. (2020). Policy Brief: Education during COVID-19 and beyond. https://doi.org/10.24215/18509959.26.e12

Wargadinata, W., Maimunah, I., Febriani, S. R., & Humaira, L. (2020). Mediated Arabic Language Learning for Arabic Students of Higher Education in COVID-19 Situation. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 3(1), 59–78. https://doi.org/10.22219/jiz.v3i1.11862

World Bank. (2020). The COVID-19 Crisis Response: Supporting tertiary education for continuity, adaptation, and innovation. World Bank, (April). Retrieved from https://openknowledge.worldbank.org/handle/10986/34571




DOI: https://doi.org/10.18860/ijazarabi.v4i3.11997

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Al Muslim Mustapa, Mohd Faizulamri Mohd Saad, Mohamad Zulkifli Abdul Ghani

License URL: https://creativecommons.org/licenses/by-sa/4.0/