Implementing Andragogical Principles In Arabic Language Learning Through A Blended Learning Approach

Abstract

Andragogy Theory, introduced by Malcolm Knowles, emphasizes that adult learners have different learning characteristics from children. These include the need to understand the goal of learning, the idea that experience serves as the foundation for learning, the propensity to learn of one's own accord, and a problem-solving mindset. In this sense, the blended learning strategy -- which combines in-person and virtual instruction -- is seen as a successful way to address the educational requirements of adult learners. This study uses a blended learning strategy to explore Arabic language acquisition, grounded in Andragogy Theory. This study employs a quantitative methodology, collecting data from adult learners enrolling in Arabic language courses via questionnaires. This study included 34 adult learners from a variety of backgrounds. According to the study's findings, learners have positive attitudes toward blended learning in Arabic education. Most respondents agreed that integrating face-to-face and online learning is an effective strategy. In addition, learners agreed with the use of Andragogy Theory in the Arabic language learning process. They believe that adult learners must be motivated and clear about their learning objectives. This study suggests that Arabic language learning programs for adult learners should continue employing a blended learning approach based on Andragogical principles. This strategy is likely to enhance the effectiveness of the learning process and promote adult learners' active participation in mastering Arabic.