Analysis of M-Learning Requirements in Arabic Language Learning

Mohammad Radzi ,Suhaila Ahmad ,Hazrati Yahaya ,Kaseh Abu Bakar ,Ibrahim Youssef Abdelhamid ,Janudin Sardi

doi:10.7176/jep/10-24-04

Abstract

This article discusses the level of M-learning needed in Arabic language learning. This was a quantitative study using questionnaires as a research instrument for obtaining data. A total of 272 students were involved in this study. The method of analysis used was descriptive. The data obtained were analysed using the SPSS version 24.0 software to obtain percentage, mean, and standard deviation. The findings showed that respondents’ perceptions of factors affecting the implementation of mobile learning and the level of readiness of mobile learning are at a high level. Hence, the concept of mobile learning is very useful in learning Arabic in this new era of learning. In addition, the findings showed that students had sufficient knowledge and awareness to use mobile technology in their educational environment. This study is very useful for those who want to develop mobile learning applications. Keywords: Needs analysis, Mobile learning, Arabic language, teaching and learning DOI: 10.7176/JEP/10-24-04 Publication date: August 31st 2019

Highlights

The process of learning and accessing information has experienced rapid changes over the last decade
Part B is to determine the level of respondents' perceptions on the factors that influence the implementation of mobile learning, while part C is the readiness of mobile learning for Arabic language learning
This situation coincides with several studies in the country such as studies by Ahmad Sobri (2010), Muhammad Ridhuan and Saedah (2010), and Mohd Aliff et al, (2011) which show that teaching and learning in the Arabic language has the potential to be integrated with mobile technology

Summary

Introduction

The process of learning and accessing information has experienced rapid changes over the last decade. Mobile learning (M-learning) is defined as the use of mobile technology to facilitate the learning process anywhere and anytime (Nail & Ammar, 2017) and it can be used to search for references. The establishment of units and institutions of study in countries other than Arab countries, such as America, Britain, including Malaysia, proves the acceptance of this language internationally (Wan Azura, 2006). Malaysia has introduced Arabic language subjects at all levels of education including tertiary education. The number of students studying Arabic at various levels has increased over time (Hanafi et al, 2017). This effort is considered futile when the students’ mastery of the language is still quite weak (Al-Muslim & Zamri Arifin, 2012)

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Discussion

Conclusion