scholarly journals Cultivating Nonverbal Communication (NVC) Skills among Arabic Language Teachers in Virtual Classroom

2019 ◽  
Vol 10 (12) ◽  
pp. 2564-2573
Author(s):  
Noor Shamshinar Zakaria ◽  
Nor Azhan Norul’Azmi ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Harun Baharudin
Keyword(s):  
Nonverbal Communication ◽  
Arabic Language ◽  
Virtual Classroom ◽  
Language Teachers

scholarly journals Virtual teaching: Teachers' perspectives on online virtual classroom effectiveness during and beyond Covid-19

2021 ◽  
Vol 16 (6) ◽  
pp. 3048-3057
Author(s):  
Abdullah bin Mohammed Al-Subaie
Keyword(s):  
Descriptive Analysis ◽  
Arabic Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Cross Sectional ◽  
Virtual Classrooms ◽  
Academic Qualification ◽  
Virtual Teaching ◽  
Strongly Agree ◽  
Teachers Perspectives

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19.  Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers’ responses on the importance of using virtual classrooms in distance education program shoed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree.  Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives   on online VCs effectiveness during and beyond COVID-19. KEYWORDS. Virtual Teaching, Online Virtual Classroom, Covid-19

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 The Pedagogical Competence Of Arabic Language Teachers In Teaching Blind Students/ الكفاءة التربوية لمعلم اللغة العربية في تعليم التلاميذ المكفوفين

2021 ◽  
Vol 1 (2) ◽  
pp. 121-137
Author(s):  
Candra Purwaningsih
Keyword(s):  
Visually Impaired ◽  
Lesson Plan ◽  
Arabic Language ◽  
Language Teachers ◽  
Pedagogical Competence ◽  
Evaluation Of Learning ◽  
Special Strategy ◽  
Blind Students ◽  
Descriptive Qualitative

This study aims to examine the competence of Arabic teachers in teaching blind students. Learning for the visually impaired certainly requires special competencies for teachers so that students get like other students. The approach used in this research is descriptive qualitative. The results of this study indicate that several competencies must be possessed by Arabic language teachers, especially in teaching blind students, including preparation, implementation, and evaluation. In the preparation contained in the lesson plan, there is no lesson plan specifically intended for blind students, but in the implementation and evaluation of learning the teacher uses a special strategy in teaching blind students.  

scholarly journals ARABIC TEACHERS’ COMPETENCE: A CASE OF MADRASAH SCHOOLS IN MALUKU

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ummu Saidah ◽  
Saidna Zulfiqar Bin-Tahir ◽  
Nuril Mufidah
Keyword(s):  
Subject Matter ◽  
Qualitative Method ◽  
Arabic Language ◽  
Language Teachers ◽  
Rigorous Evaluation ◽  
Case Study Design ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
The Subject

In reality, not a few teachers who have been certified as educators are less competent in teaching the field of study. Many teachers are also able to master the subject matter, but they have difficult to present the material. This research applied a qualitative method using a case study design. It was carried out in the State Madrasah schools of Salahutu District, Central Maluku Regency. This research was conducted from August to 02 November 2017. The subjects of this study were 3 Arabic teachers, two principals and 6 class students totaling 12 informants. Based on the results, it was found that the pedagogic competence of Arabic language teachers was still relatively low due to the several indicators that were not implemented during the learning process. The personality’s competence of Arabic language teachers is relatively good compared to their pedagogical competence. The lacks of training, facilities, and rewards have caused the low educational competence of teachers. Their personal competence is due to strict supervision and their commitment to building the ummah as followers of religion and not because of their profession as teachers. Students are motivated to learn Arabic due to the motivation is given by the teacher, the mu'amalah is good between teachers and students, and there is a continuous and rigorous evaluation.

scholarly journals Concept of Nonverbal Communication by Using Sign Language by Al-Jahidz l Mafhum al-Ittisal Goiru al-Lafdzi bi Istikhdam Lugah al-Isyarah 'inda Al-Jahidz

2021 ◽  
Vol 13 (1) ◽  
pp. 129-148
Author(s):  
Muflihah Muflihah
Keyword(s):  
Sign Language ◽  
Nonverbal Communication ◽  
Descriptive Study ◽  
Arabic Language ◽  
Verbal Communication ◽  
Point Of View ◽  
The Other ◽  
Data Sources ◽  
Primary Data ◽  
Qualitative Descriptive

Most of the generation (Arabic linguistic academics) have not comprehended the linguistic theories which initiated by Al-Jahid. This study aims to research on the concept of communication with the signs in Al-Jahid works. To identify these problems in depth and thoroughly, qualitative descriptive study was used. The primary data sources of this research were various sources, mainly Al Jahid book with documentation from the works of Al-Jahid and observation techniques based on the other books about Jahid ‘s point of view, such as Kamal Bisyri and other linguists. The results of this study concluded that: Al-Jahiz is an Arabic language expert who discussed the theory of non-verbal communication. In the case of learning a language, we also have to comprehend the theory of communication, especially communication with signs by Al-Jahiz. His thoughts were followed by several contemporary scholars. Thus, it is highly recommended to the Arabic researchesr to figure out the works of previous Arabic scholars which had been discussing about contemporary linguistic.

scholarly journals Attitudes of Arabic Language Teachers Towards the Use of Differentiated Teaching Strategies When Teaching the Grammatical Function: اتجاهات معلمي اللغة العربية نحو استخدام استراتيجيات التدريس المتمايز في أثناء تدريس الوظيفة النحوية

2021 ◽  
Vol 5 (31) ◽  
pp. 75-56
Author(s):  
Abdullah Yahya Daghriri, Adel Abdullah Alkahtani Abdullah Yahya Daghriri, Adel Abdullah Alkahtani
Keyword(s):  
Middle School ◽  
Teaching Strategies ◽  
Teaching Experience ◽  
Arabic Language ◽  
Language Teachers ◽  
Positive Trend ◽  
Grammatical Function ◽  
School Students ◽  
Training Courses ◽  
Differentiated Teaching

The aim of this research is to uncover the attitudes of Arabic language teachers towards using differentiated teaching strategies while teaching the grammatical function of middle school students, and the effect of each of their academic qualifications, teaching experience and training courses on their attitudes towards these strategies. The researchers used the descriptive and analytical method. The sample of the study consisted of (103) middle school Arabic language teachers in Jeddah, who were randomly selected. The study used a questionnaire tool, where its paragraphs were formulated according to the gradation of the five-dimensional Likert scale. The results of the research found that the overall average of grades of estimating attitudes of Arabic language teachers towards the use of differentiated teaching strategies Reached (3.71) with a response score (Agree); Which indicates the presence of the positive trend they have, as well as the same response in each axis of the tool, and the results also showed that there are no statistically significant differences at the level (α≤0.05 (between the average responses of the sample members in the trends as a whole due to the two variables (qualification type The teaching experience), and in the variable (training courses), we found statistically significant differences at the level of (α≤0.05 (between the average responses of the sample members in the attitudes as a whole in favor of the training courses. The study recommended holding more training courses related to differentiated teaching and its strategies, how to employ them with Arabic language lessons, also recommended the need to deepen the skill of the grammatical function in students' minds by employing differentiated teaching strategies that support this.

scholarly journals CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19

2021 ◽  
pp. 517
Author(s):  
Ketki Satpute
Keyword(s):  
Online Teaching ◽  
Graphical Representation ◽  
Sampling Technique ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Survey Method ◽  
College Level ◽  
Virtual Classrooms ◽  
Significant Difference ◽  
Rural Language

The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down.  To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic.  The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts.  The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.

Sign in / Sign up

Export Citation Format

Share Document