Digitalizing Arabic Teaching for Non-Native Speakers in Sri Lanka: Challenges and Opportunities
Article Sidebar
-
Digitizing, Teaching, Non-Native Speakers, Sri Lanka, Arabic Language
Abstract
Arabic is an important language for Muslims, as it is the language of the Quran and essential religious texts. In Sri Lanka, the Muslim community prioritizes teaching and learning Arabic to ensure a deep connection with their faith. Arabic teaching is integrated across various sectors, including Madrasas, schools, universities, and community programs. However, in Sri Lanka, Arabic teaching traditionally depends on conventional methods, but there's a pressing need for digitalization. This study aims to find the challenges associated with integrating digital technologies in Arabic language teaching for non-native speakers in Sri Lanka, to confirm the effectiveness of existing digital tools and resources in facilitating Arabic language learning in Sri Lanka, and to explore opportunities for enhancing Arabic language teaching through digital platforms in the Sri Lankan context. The researcher used descriptive and analytical methods to complete this study. To meet the objectives of the study, primary and secondary data were used with qualitative and quantitative approaches. This study addresses the challenges and opportunities in digitalizing Arabic teaching for non-native speakers in Sri Lanka. This study concluded that, by developing vast online resources and interactive platforms, suitable materials for local needs, and integrating digital assessment tools, the research highlights how digital transformation can enhance the effectiveness and accessibility of Arabic language teaching in Sri Lanka. The findings aim to provide actionable insights for policymakers, teachers, and technology developers to overcome barriers and maximize the benefits of digital learning in this context.
Full text article
References
Abakah, E. (2023). Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. International Journal of Educational Research Open, 4, 100242. https://doi.org/10.1016/j.ijedro.2023.100242
Abubaker, H., Salah, K., Al-Muhairi, H., & Bentiba, A. (2015). Digital Arabic content: Challenges and opportunities. 2015 International Conference on Information and Communication Technology Research (ICTRC), 330–333. https://doi.org/10.1109/ICTRC.2015.7156489
Amrina, A., Zulmuqim, Z., Iswantir, I., Adam Mudinillah, & Noor, A. F. M. (2022). The Implementation of Multicultural Values in Arabic Learning. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 5(3), 237–250. https://doi.org/10.22219/jiz.v5i3.21914
Anggeraini, Y. (2020). LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES. Research and Innovation in Language Learning, 3(3), 163. https://doi.org/10.33603/rill.v3i3.3444
Bsoul, L., Omer, A., Kucukalic, L., & Archbold, R. H. (2022). Islam’s Perspective on Environmental Sustainability: A Conceptual Analysis. Social Sciences, 11(6), 228. https://doi.org/10.3390/socsci11060228
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges, and implications of generative conversational AI for research, practice, and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The Influence of Emerging Technologies on Distance Education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550
Hajiannor, H., Saddhono, K., Elihami, E., Kurdi, M. S., & Kurdi, M. S. (2023). Analysis of the Content and Accuracy of Multicultural Values in Islamic Religious Education and Moral Textbook. AL-ISHLAH: Jurnal Pendidikan, 15(1), 211–218. https://doi.org/10.35445/alishlah.v15i1.2859
Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing Student Motivation and Engagement through a Gamified Learning Environment. Sustainability, 15(19), 14119. https://doi.org/10.3390/su151914119
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Huda, M., Yusuf, J. B., Azmi Jasmi, K., & Nasir Zakaria, G. (2016). Al-Zarnūjī’s Concept of Knowledge (‘ Ilm ). SAGE Open, 6(3), 215824401666688. https://doi.org/10.1177/2158244016666885
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451
Karunanayaka, S. P., & Weerakoon, W. M. S. (2020). Fostering Digital Education among Teachers and Learners in Sri Lankan Schools. Journal of Learning for Development, 7(1), 61–77. https://doi.org/10.56059/jl4d.v7i1.390
M. Alshehri, S. (2024). Perspective Chapter: The Impact of Digital Education on Modern Educational Institutions. In S. Mohamed & S. Mohamed (Eds.), Social Media—Opportunities and Risks. IntechOpen. https://doi.org/10.5772/intechopen.108058
Mahfuz Rizqi Mubarak, Audina, N. A., & Muhammad, B. (2024). Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies. Journal of Arabic Language Learning and Teaching (JALLT), 1(2), 101–116. https://doi.org/10.23971/jallt.v1i2.148
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology‐supported personalized learning in low‐ and middle‐income countries: A meta‐analysis. British Journal of Educational Technology, 52(5), 1935–1964. https://doi.org/10.1111/bjet.13116
Nisa, S. I., & Jatmika, S. (2023). Echoing Arabic Language: Applying the Advantages of Internet-Based Arabic Language Instruction in Digital Era. Maharaat: Jurnal Pendidikan Bahasa Arab, 5(2), 86–100. https://doi.org/10.18196/mht.v5i2.18174
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 33. https://doi.org/10.1186/s40561-020-00140-9
Sunu, I. G. K. A. (2022). The Impact of Digital Leadership on Teachers’ Acceptance and Use of Digital Technologies. Mimbar Ilmu, 27(2), 311–320. https://doi.org/10.23887/mi.v27i2.52832
Zikriah, Z., & Mauludiyah, L. (2024). Research trend of Arabic language teaching in the world: Systematic literature review based on Scopus database. Research and Development in Education (RaDEn), 4(1), 27–48. https://doi.org/10.22219/raden.v4i1.31847
Authors
Copyright (c) 2024 JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION
This work is licensed under a Creative Commons Attribution 4.0 International License.
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.