Arab Students Research Articles

Lecturer’s Code-Switching in the EFL Classroom of Arabic Language and Literature

In teaching and learning languages, it is common to use code-switching. Code-switching help speaker and hearer share the ability to speak more than one language. This research was focused on the code-switching that was done by the lecturer, the most common type that appeared in the classroom interaction and the function of the code-switching found in the analysis. Descriptive qualitative research was applied in this research which the data got from the interaction of the lecturer and students in the classroom in teaching and learning English for Arabic students. Based on the analysis, in the classroom interaction, the three types of code-switching was found; tag-switching, inter-sentential switching and intra-sentential (Romaine, 1995). The most common type found in the interaction was intra-sentential switching. The used of code-switching in the classroom interaction was to improve language skills, give clarification, emphasis the topic, and make good relation with interlocutor that was the Arabic students. Both teachers and students in this situation hold positive attitudes in doing code switching.

Bi/multilingual testing for bi/multilingual students: policy, equality, justice, and future challenges

ABSTRACT Notwithstanding the introduction of education multilingual policies worldwide, testing and assessment procedures still rely almost exclusively on the monolingual construct. This paper describes a study, part of a larger project fostering a new multilingual education policy in Israeli schools, exploring bi/multilingual assessment. It included two types of second language learners—immigrants from the Former Soviet Union, who learn all their school subjects in Hebrew, and Arab students, whose school language of instruction is Arabic but who learn some subjects in Hebrew. The experimental groups received a bilingual version of a test (Hebrew-Russian; Hebrew Arabic) and the control groups a Hebrew-only version. In the Russian-speaking experimental group, students received significantly higher scores than in the control group, while no significant differences surfaced between the groups among the Arabic-speaking students. Yet, attitudes toward bilingual assessment, evaluated via questionnaires, think aloud protocols and focus groups, were highly positive in both groups, addressing the availability of L1 in the test as contributing greatly to a more relaxed and positive approach. Multilingual tools emerged as a fairer method of assessing knowledge for second-language learners, who cannot fully demonstrate their academic knowledge in L2, and their use is recommended as part of the new multilingual policy.

Pengaruh Motivasi Belajar, Minat Belajar, dan Manajemen Waktu terhadap Prestasi Belajar Siswa pada Masa Pembelajaran Tatap Muka Terbatas

The Research aims to examine the effect of learning motivation, interest, and time management to the learning achievement on limited face to face learning for students of Arabic language and literature Ushuluddin and Adab Faculty Islamic State University (UIN) Sultan Maulana Hasanuddin Banten. The sample of research are 118 students. Data analysis technique on the research is descriptive analysis and regression analysis with the help of SPSS 21 program. The result of the research showed that learning motivation significantly effect to learning achievement, learning interest significantly effect to learning achievement, and time management significantly effect to learning achievement. Learning motivation affects 15,97%, learning interest affects 17,86% and time management affects 19,96%. The result of learning motivation, learning interest, and time management in total have 53,79% to learning achievement

Penerapan Ghinā’ ʿArabī sebagai Kegiatan Penunjang Giat Berbahasa Arab Siswa MTs NU Nurul Huda Semarang

This article aims to describe the application of ghinā’ ʿarabī as an activity to support active Arabic language students at MTs NU Nurul Huda Semarang. The use of the ghinā’ method is considered more effective than other methods in supporting active Arabic students, especially for MI and MTs students. The method used in this study is a qualitative descriptive method. The data collection techniques were obtained through observation, interviews, and documentation. The application of ghinā’ ʿarabī to support the habituation of students' active learning at MTs NU Nurul Huda Semarang is very effective. Students become more enthusiastic and easier to understand and learn Arabic. This method also helps teachers in overcoming the lack of student focus in learning. In addition, students and teachers can also carry out teaching and learning activities in a conducive and fun way.

A Case Study on the Effectiveness of Bilingual Instructors Compared with Monolingual Instructors at a Private University in Saudi Arabia

The purpose of the study was to compare the instructional effectiveness of bilingual instructors compared to monolingual instructors. The case study design was non-experimental using a mixed methods approach. The data was collected from surveys, interviews, and classroom observations of monolingual and bilingual instructors (n=120) at a private university in Saudi Arabia. The survey and interview results showed bilingual instructors in favor of the bilingual method while monolingual instructors were not. Classroom observational data showed more incidents of student engagement recorded in the bilingual instruction compared to the classrooms where monolingual instruction took place. The implications of the study demonstrate the need for a policy change to allow bilingual instruction in the classroom and for preference given to the hiring of bilingual instructors as a means to facilitate student understanding of concepts in the classroom and in empowering second language acquisition of native Arabic speaking students.

Arabic Language Teachers’ Perceptions of a Standards-based Educational Reform in the UAE

Arabic language curriculum has been undergoing reforms across the Arab world to improve Arab students’ acquisition of their mother tongue. Reform initiatives including internationally funded projects have been aimed recently at reforming and modernizing the teaching and learning of the Arabic language. Many Arab countries have adopted a standards-based instruction model. However, there is a lack of vision regarding how this model can be successfully implemented at a national level. This article examines how standards-based curricular mandates have been translated into practice and how teachers perceive implementing the standards-based Arabic curriculum in public schools in Abu Dhabi. The study employs qualitative purposeful sampling and an exploratory methodology to collect experiences of Arabic teachers who implemented the curriculum from 2010 to 2017. The findings of the study uncover the main characteristics, successes, and challenges of the standards-based teaching model as perceived by teachers. The findings also display a consensus for implementing the standards-based Arabic curriculum among teachers. Additionally, the findings show that the educational model requires intense professional development that is rigorous, continuous and collaborative, mentorship and coaching in the classroom, integrated reformative efforts to change ineffective pedagogical practices and capacity building in the UAE.

Musykilaat al-Thullaab Fii Ta'allum al-Lughat al-'Arabiyyat wa Muhaawalaat al-Mudarrisiin li Hillihaa li al-fashl al-I'daadi bi Jaami'at Daar al-Salaam Gontor Ponorogo

Matriculation language program is an intensive language program started on 2016 at University of Darussalam Gontor (UNIDA) to prepare new students who doesn’t fluency in English and Arabic language, especially for English and Arabic tests. It is also crucial for thesis writing, at UNIDA. The objectives of this study are: (1) to find students' problems in learning Arabic programme matriculation in the academic year 2019-2020; and (2) to find out the teacher's efforts in providing solutions in matriculation problems. This research is a qualitative descriptive study. The results found that: (1) problems of learning arabic students caused by the following factors: (a) many students who participated in non-linguistic activities at UNIDA; (b) lack of enthusiasm and encouragement from students; (c) students have not consider the importance of this program; (d) the lack of providing guidance and good advice to students from the teachers; and (e) the students do not want to be regulated in learning arabic. The teachers efforts to solve these problems are: (a) emphasizing the rules of language with a place that is set with a special boarding system; (b) watching arabic films and discussions and giving praise, gifts for students who are active in this program; (c) teachers should be good examples in speaking arabic; (d) meeting after language skills training; and (e) make fun of language activities for example; competitions, games, and quarantine in arabic

Persepsi Mahasiswa Dalam Penggunaan Teknologi Pembelajaran Bahasa Arab pada Pertemuan Tatap Muka Terbatas di Masa Pandemi COVID-19

This study aims to determine how student’s perceptions in the implementation of limited face-to-face learning (PTMT) and also the use of learning technology at STAI Al-Musdariyah Cimahi. The population and samples were taken from Arabic students at STAI Al-Musdariyah Cimahi city with a total number of 29 students. This research was qualitative research with descriptive method and the data were analyzed using data source triangulation technique. The findings of this study: 1) lectures were carried out online and offline based on the results of distributing questionnaires as many as 58.6% of students determine that the implementation of learning was carried out online & offline or blended learning, 34.5% of students preferred offline learning and as many as 6.9 % set for full online. 2) learning technology used as a means of online learning, namely WhatsApp as learning monitoring, Zoom as face-to-face learning, YouTube as a media for learning Arabic. While offline learning uses projector and language labs as learning support. Based on the results of learning Arabic, it can be seen that STAI Al-Musdariyah has implemented some of the government's recommendations to facilitate learning by applying limited ace-to-face learning (PTMT) and learning technology

Racial and socioeconomic inequalities in the financial stress of medical school

Background: The authors analyzed the distribution of medical student debt and identified demographic features that placed students at high risk for increased debt and financial stress. Methods: From April to May 2019, a cross-sectional, anonymous, web-based survey was administered to first-year (M1) to fourth-year (M4) medical students at the University of Michigan to assess financial literacy, debt burden, financial stress, and demographic factors. A total of 216 of 680 (32%) students completed the survey. Respondents voluntarily answered 15 multiple-choice questions on personal finance and 30 questions on their demographics, current financial situation, and debt burden. To quantify debt burden, students estimated anticipated education-related debt in one of four categories: no debt, $1–99,999; $100,000–$199,999; and $200,000 or more. A chi-square test was used to identify associations between categorical variables and logistic regression was used to identify risk factors for debt and worry. Results: Fifty-four respondents (25%) reported $0 in education related debt, while 44 (16%) had $200,000 or more. Race (p=0.006), first-generation college student status (p=0.004), first-generation medical student status (p<0.001), household income (p<0.001), and parental education (p=0.008) were associated with higher levels of debt. Students who were underrepresented in medicine (URiM) had higher odds of higher debt compared to Arab and Asian students (p=0.02). URiM students (p=0.02), first-generation college students (p=0.009), and parental education (p=0.01) were associated with increased financial stress. Additionally, female students had higher odds of increased financial stress (OR=1.85, p=0.045) on logistic regression. Conclusions: URiM and socioeconomically disadvantaged students feel the burden of the high cost of medical school disproportionately more, suggesting that our current systems are not adequately supporting these students. Reducing this burden may serve to further promote diversity in medicine.

International Students’ Adaptation in Russia: its Varying Due to the Student’s Culture of Origin

The study aims to identify peculiarities of sociocultural adaptation (factors, coping strategies and anticipatory competence) of students from India, China and Arab countries. The research is based on the data obtained from the first-, second- and third-year students from India (73 respondents), China (45 respondents), Arab countries (64 respondents). The “Russian language proficiency” factor shows more significance for students from India and China, compared to students from Arab countries. Students from China, India and Arab countries tend to start and maintain relationships, to participate in academic activities, to have hobbies and interests and interact with other students. The prosocial coping strategy is predominant for Arab, Indian and Chinese students, regardless of their culture of origin, which proves universality of the strategy. Representatives of a polychronic culture (students from Arab countries and India) lack temporal anticipatory competence, with Arab students showing the lowest value of this parameter. Chinese students differ from representatives of a polyactive culture (Arab students) or a reactive-polyactive culture (Indian students) as they can hardly predict how a person they know would act in a certain situation.

Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

Students’ learning of statistics has been studied from a variety of angles, and this study is no different. The main purpose is to compare the Malay and Arab students’ attitudes toward learning statistics and their learning styles in understanding statistics. A survey questionnaire and face-to-face interview techniques were used to elicit information from 150 students based on the cohort. They were asked about how they learn to solve statistical problems based on Kolb’s four learning cycles: feeling, reflective observation, thinking, and doing. Attitude responses were numerically recorded based on a five-point Likert scale, while preference for learning styles was recorded as 1 (Do and Feel) or 0 (Watch and Think). Both attitude and learning style data were combined and subjected to Rasch analysis. Results show that a majority of the Arab and Malay students have moderate to high positive attitude toward learning statistics. Generally, students from both cultures are classified as the “Accommodating” type with a preference for doing and feeling from the experience of doing statistical problems. Arab students are classified as the “Assimilating” type with a preference for thinking, reflecting, and learning from observation, while Malay students are classified as the “Converging” type with a preference for thinking and doing statistical exercises.

The Use of Social Media as a Tool for Learning: Perspectives of Students in the Faculty of Education at Kuwait University

The purpose of this study is to explore the use of social media by students in the Faculty of Education, University of Kuwait. The study was conducted within the context of the socio-cultural characteristics of Kuwait, and was underpinned by Alsaied’s (2017) Social Media - Learning Performance model, designed for female Arab students. A volunteer sample of 35 Kuwaiti undergraduate students (88.6% female) was interviewed. Students reported frequently using social media informally for socialization and entertainment, but less frequently as a formal educational tool. Most of the students perceived that social media facilitated interaction with peers, interaction with faculty, engagement, and collaborative learning. However, technical difficulties, and certain negative attitudes towards women using social media, were identified. We recommend that Kuwait University needs to harness the full benefits of social media for teaching and learning and to formulate official guidelines to control the use of social media by all faculty members and students.

Neurotheology, creativity and bipolarity: divergent thinking and hypomanic traits among Arab college students

ABSTRACT The idea of a connection between creativity and psychopathology has been attributed to our earliest human ancestors. It is also a notion that has, historically, been expressed across cultures. Contemporary research exploring the link between creativity and psychopathology, however, is equivocal. More recently, it has been hypothesized that this is only a subset of mental health problems that are linked with creativity; specifically, approach-based psychopathologies, such as mania and hypomania. This study explored the relationship between creativity (divergent thinking) and approach-based psychopathology (hypomanic traits) among Arab college women (n= 218) in the United Arab Emirates. The study used a Web-based version of the Alternative Uses Task to assess creativity. The study also administered the Hypomanic Personality Scale to assess hypomanic traits/bipolar risk. As predicted, there was a positive correlation between hypomanic traits and creativity. These findings broaden support for the idea of a link between approach-based psychopathologies and creativity. By extension, they lend further tentative support to archaeological hypotheses about the co-emergence of theology, creativity and mental illness.

Arabic Language Students’ e-Learning Experience in an English Course at the University of Oran1 Algeria during the COVID-19 Pandemic

Distance learning is not the product of the modern world as some may think; its origins go back to the 1720s with the very first experience of correspondence learning. Nevertheless, the concept of online learning, on the other hand, is the product of the modern digitalized world since its principal key element is the Internet. In this paper, we are going to clarify the ambiguity underlying two interrelated but different concepts which are ‘distance learning’ and ‘e-learning’. Then, we will trace the historical background of distance education in the world and in Algeria. In the end, we will present the results of a descriptive study that was conducted through an online questionnaire, and which targeted first-year students of the Department of the Arabic Language and Literature, University of Oran1 Ahmed Ben Bella. The purpose of this opinion poll was to reflect students’ impressions and evaluate their first and unique experience of learning English electronically during the COVID-19 pandemic.

The college student travel market: exploring the key factors influencing higher education Arab students' travel decisions

The purpose of this study was to determine the key factors influencing Arab college students' travel decisions in terms of their selection of tourist attractions, accommodation, mode of transport, restaurants and travel agency. The study also sought to identify whether there are significant differences in travel decisions of Arab college students that could be attributed to socio-demographic variables. A questionnaire survey was used to collect data from 200 Arab college students. The study revealed that reputation and quality were always the most influencing factors on Arab college students' travel decisions, especially when they are choosing accommodation, mode of transport, restaurants and travel agency. On the other hand, the study showed that Arab college students are less likely to be affected by media publicity when choosing tourist attractions, accommodation, mode of transport, restaurants and travel agency. Finally, the study discussed both the theoretical and managerial implications related to Arab students' travel market, and possible future research directions.

The Development of the Hebrew Language amongst Arabs and Jews in Bilingual-Binational Schools in Israel

The current research examined the acquisition of Hebrew as a second language amongst both Arab students and Jewish students, for whom it is their mother tongue, studying in bilingual schools. Their achievements in Hebrew were compared to their peers’ achievements in monolingual schools: Jews were compared to their Jewish peers in Hebrew monolingual schools and Arabs were compared to their peers in Arabic monolingual schools. The students were given various assignments in Hebrew to test words recognition, pseudowords, phonological awareness, orthographic knowledge, morphology, syntax judgment, working memory, spelling and reading comprehension. The data was analyzed by one-way ANOVA and Tukey post hoc test. The results that stand out are that Hebrew as a second language does not come at the expense of birth tongue skills amongst Arab students and that the birth tongue of Jewish students was not impaired either. The consequence was that all students “earned” a second language. This study was compared to other similar researches conducted in other countries with spoken languages, and was discussed in the context of meta-linguistics theories, Cummins theory of mutual threshold, the monolingual facilitation theory and the Structural Sensitivity Hypothesis.

GENERAL LINGUISTIC DICTIONARY DESCRIPTIVE STUDY

The first antecedents in the service of the language of the Holy Qur'an were serious about learning, teaching and compilation. They exerted extraordinary efforts that reflected an organized mentality, sincerity and unparalleled dedication which impressed the whole world. These efforts included the linguistic part of the language, its morphology, phonetics and dictionary, and they have in each aspect fruitful studies and precedent and informed opinions. There are several aspects that have contributed to the admission of linguistics into modern Arab culture. Of these, sending Arab scholarships to western universities; conducting university studies and thesis by Arab students in European and American universities; establishing a special section in linguistics in some Arab universities; the emergence of linguistic writings known as modern linguistics; the emergence of Arabic translations of some linguistic articles; the organization of local and international scientific seminars and meetings in the field of linguistics; and the establishment of self-list specialties in general linguistics. However, it is no wonder that others add up to the achievements of the antecedents of theories that deal with linguistic studies, and extract meanings from beyond the linguistic text, all of which is related to the renaissance witnessed by other sciences in the modern era, and which linguists have benefited from in the linguistic field. Some linguists have collected the terms that have emerged from modern linguistic literature, who have varied in their approaches in arranging these terms. I have chosen five of these general linguistic dictionaries and addressed them in description and analysis, indicating the differences amongst them and what distinguishes each from others.

The Influence of Diglossia on Syntactic Proficiency in Modern Standard Arabic among Regular and Struggling Readers

This study examines the influence of diglossia on syntactic proficiency in Modern Standard Arabic (MSA) among 63 fourth-graders in central Israel, divided into two groups: regular and struggling. They were given three examinations constructed especially for this study: translating sentences from Spoken Arabic Vernacular (SAV) into MSA, a cloze test, and an oral exam, in which the pupils were asked to describe pictures in MSA. The findings revealed errors in the use of connectives, the use of prepositions, sentence integrity, and verb conjugation. No significant differences were found between regular and struggling pupils in average test scores in terms of errors in syntactic elements. In using prepositions, regular pupils made more errors than did struggling pupils; this was because the latter did not answer questions relating to this element. Several factors explain the effect of diglossia on syntactic proficiency: the similarity of MSA and SAV, the influence of the surroundings, scanty reading of books, the teaching methods used in Arab schools, the influence of Hebrew on the Arab student, and the lack of encouragement from the establishment and the education system. Future research should investigate this effect on a larger sample in order to obtain more representative outcomes.

ПРОБЛЕМЫ ОБУЧЕНИЯ АРАБСКИХ СТУДЕНТОВ В РОССИЙСКИХ ВУЗАХ

Recent growth of international contacts, expanding globalization in all spheres of life and education, constant increasing number of students from different countries (Arab), the necessity to promote cross-cultural understanding conditions for better adaptation in Russian educational environment make the study relevant. The research aims to identify major socio-cultural, psychological, educational, and language challenges, which Arab students might encounter in Russian tertiary educational environment. The study was conducted among 12 international MA (Philology) students. It employed Hofstede's cultural dimensions’ theory as the leading theoretical framework via qualitative research with the data obtained from the interviews, classroom observations, and a survey. The research examined pivotal issues related to the differences and certain peculiarities of language learning in Iraq as compared to Russia. The gained experience and the data obtained during the three-year study have shown that Iraqi students lack critical thinking skills and analytical abilities due to the dominant deductive approach in language teaching in the home country. The research helped to classify major challenges with regard to expectations and requirements of the Arab students who study in Russian national research university (SUSU).

The Impact of Digital Books on Reading in Arabic Orthography

Background: This study examined the effectiveness of digital books in improving reading and reading comprehension among seventh-grade Arab students who have been defined as having difficulty reading. Method:This study sampled 120 students. Sixty students studied Arabic using a digital book, and sixty students at another school studied the same material in a printed version. The students are Arabic-speakers and are considered poor readers. The study population were located at the beginning of the school year based on the results of the AMIT assessment (a tool for mapping students’ ability in reading comprehension) in order to test the effectiveness of digital books on strengthening reading skills and comprehension. This study examined students in Arabic. The students were administered a test of reading and reading comprehension using digital texts. Results: The study indicated that using digital books did indeed improve reading comprehension skills in Arabic (in all dimensions of understanding) among Arab students struggling to read. On the other hand, the use of the digital books did not seem to affect reading accuracy skills among these students. Conclusions: Learning Arabic via digital books can improve poor Arabic readers in Arabic.