Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context

Tawffeek A S Mohammed,Elsanosi M Eldokali,Blanche Nyingone Assam,Mustapha Saidi,Harco Leslie Hendric Spits Warnars

doi:10.1155/2021/1455705

Abstract

Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.

Highlights

Developments and changes in the field of technology have greatly aided foreign language instruction. e twentieth century witnessed various attempts to employ technology in teaching foreign languages, and these attempts culminated in the emergence of computer-assisted language learning (CALL)
The advancements in telecommunications and mobile technology have resulted in the rise of mobileassisted language learning (MALL). e latter approach has grown at a faster rate than others due to the relatively low cost of mobile devices as well as its user-friendliness
This study investigates the attitudes of Arabic as a foreign language (AFL) students at International Peace College South Africa (IPSA) towards the proposed syllabus

Summary

Introduction

Developments and changes in the field of technology have greatly aided foreign language instruction. e twentieth century witnessed various attempts to employ technology in teaching foreign languages, and these attempts culminated in the emergence of computer-assisted language learning (CALL). Developments and changes in the field of technology have greatly aided foreign language instruction. E twentieth century witnessed various attempts to employ technology in teaching foreign languages, and these attempts culminated in the emergence of computer-assisted language learning (CALL). The advancements in telecommunications and mobile technology have resulted in the rise of mobileassisted language learning (MALL). Us, the leveraging of technology to enhance the teaching experience in the language classroom is long overdue. Technology can be used in the preparation materials, for facilitating the logistics of a programme, in the delivery of content, and as a source of motivation for students. Technology has made the design and delivery of fully online and hybrid or blended courses amazingly simple and interesting. Blended learning is the fruition of developments in the fields of MALL and CALL.

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