Assessing Argumentative Writing Skills in Online Environments among Arabic Language Teachers of Grades 5 to 7 in UAE Schools

Suad Abdelkareem Alwaely,Hanene Lahiani

doi:10.3991/ijet.v15i18.13581

Abstract

The study at hand aims at identifying the argumentative writing skills among Arabic language teachers in online environments. The need for acceptance and the readiness of teachers to work independently in a digital environment is now especially great since students are familiar with electronic technology. Peculiarities of teaching the Arabic language require increased attention to learning writing and confident knowledge from teachers. Argumentative writing is important for teachers precisely in terms of its use to motivate students in e-learning and increase their engagement. Research paper points to the relationship between teachers’ writing skills and students’ advancement in writing when learning Arabic, especially as a foreign language. To achieve the purpose of the study, the descriptive method was applied. The sample of the study consisted of 120 teachers of UAE primary schools (40 male and 80 female), who were chosen randomly. The instrument of the study is a questionnaire divided into seven areas of argumentative writing. The study evaluates writing skills closely related to the effectiveness of presenting information to an online audience and in preparing e-learning programs. The results show that the argumentative writing skills in Arabic language teachers are moderate. There are statistically significant differences on the argumentative writing skills attributed to the gender variable in favor of the females. There are no statistically significant differences among the sample participants ascribed to qualification variable. Finally, there are statistically significant differences on argumentative writing skills ascribed to the experience variable, in favor of 10 years of experience or more. The authors also offered recommendations for the application of research results and for further research in this area.

Highlights

IntroductionThe purpose of teaching how to write is to enable students to express themselves in writing, extend their perceptions, generate vocabulary, put it in order, and achieve its cohesion in order to control the correct language usage and the written expression rules, such as: statement correctness; organized and clear thinking; punctuation use; dividing the text into paragraphs [1]
The purpose of teaching how to write is to enable students to express themselves in writing, extend their perceptions, generate vocabulary, put it in order, and achieve its cohesion in order to control the correct language usage and the written expression rules, such as: statement correctness; organized and clear thinking; punctuation use; dividing the text into paragraphs [1].Writing is a social process, and argumentation requires two or more participants to make an interaction and social communication
Means and standard deviations were obtained to find out the degree of argumentative writing skills among Arabic language teachers according to the variables: gender, qualification, and experience

Summary

Introduction

The purpose of teaching how to write is to enable students to express themselves in writing, extend their perceptions, generate vocabulary, put it in order, and achieve its cohesion in order to control the correct language usage and the written expression rules, such as: statement correctness; organized and clear thinking; punctuation use; dividing the text into paragraphs [1]. Writing is a social process, and argumentation requires two or more participants to make an interaction and social communication. The first three processes: planning, composing, and reviewing, are the most often used processes in writing They require the learner to be trained to perform those processes, develop his/her attitudes toward them, and develop his/her capacities to use them in all situations of formal and informal writing

Methods

Results

Discussion

Conclusion