Teaching Arabic as a Foreign Language (TAFL)

The purpose of this study was to explore the opinions of Arabic language instructors at the Public University of Malaysia (UAM) regarding the various aspects of teaching the module on essay writing skills. The collected data was used to support the development of the M-KMKBA module for Arabic language essay writing skills. This qualitative study involved 12 participants who were instructors of Arabic language from four different universities: Universiti Sains Islam Malaysia (USIM), Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), and Universiti Sultan Zainal Abidin (UniSZA). Data was collected using a set of interview protocols and analyzed thematically. The interview transcripts were analyzed based on themes and categories to obtain the findings for the need’s analysis and the development of the M-KMKBA module. The general findings of the study revealed that all instructors agreed on the importance of using a variety of teaching methods and approaches for the module, i...

This research was conducted with the purpose of identifying the ability to write essays in Arabic among students of the Bachelor of Arabic Language in public universities. A total of 283 students from four public universities i.e. Universiti Malaya (26 students), Universiti Kebangsaan Malaysia (41 students), Universiti Sultan Zainal Abidin (86 students), and Universiti Sains Islam Malaysia (130 students) participated in this research. Data collected was analysed using the Statistical Package for the Social Science (SPSS) versi 22.0. A simple descriptive analysis method i.e. means score analysis is used to obtain findings. The overall findings show that the students’ ability to write essays in Arabic in the public universities chosen is average with a mean of USIM (min=3.34), UNISZA (min=3.60), UKM (min=3.50) dan UM (min=3.50). The findings indirectly describe problems faced by students in public universities in their Arabic essay writing skills. Thus this research identifies and exp...

This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Kazakhstan on the fundamental aspects of English language teaching (ELT). As English gains prominence in global communication, understanding EFL teachers' pedagogical knowledge, content knowledge, and personality traits across different contexts is vital for enhancing teaching practices. Adopting a comparative qualitative design, data were collected from 107 in-service EFL teachers (50 from Türkiye, 57 from Kazakhstan) via an online survey with open-ended questions. Thematic analysis revealed six core themes: emotional commitment, pedagogical knowledge, content knowledge, continuous professional development, personality traits and professional dispositions, and student-centeredness. Both groups valued emotional commitment, pedagogical, and content knowledge; however, contextual differences emerged. Turkish teachers emphasized personal traits such as resilience and patience, while their Kazakhstani counterparts focused on content expertise and ongoing development. The study highlights how regional factors influence teacher perspectives and offers implications for tailoring EFL teacher education programs to context-specific needs in both countries.

English language teachers often find themselves in a setting much like a football match where the ultimate aim is to score a GOAL: helping students learn English. To achieve this, EFL teachers draw on a wide range of practices and personal values. This study set out to explore what these teachers consider most essential in their work by tapping into their lived experiences and professional beliefs. Using the metaphor of the “Starting Eleven of a TEAM”, participants were asked to name the eleven most important elements they believe are necessary for effective language teaching. Adopting a mixed method sequential exploratory design, the research began with a qualitative phase involving 53 teachers, who shared their individual 'line-ups'—the qualities or strategies they rely on most. Through careful content analysis, 55 recurring themes were identified, which then formed the basis of a structured questionnaire. In the second phase, this questionnaire was distributed to 750 EFL teachers via online survey. Their responses not only validated the earlier themes but also allowed us to see which qualities stood out across a much larger sample. According to the findings, the “best players” in EFL teachers’ Starting Elevens included: loving the profession, caring for students, having strong knowledge of English, being open to innovation, showing friendliness, nurturing a love for English, creating a positive classroom environment, being reliable, respecting students’ voices, showing patience, and understanding learners’ needs. Together, these qualities paint a compelling picture of what today’s EFL teachers believe matters most in the classroom.
Keywords: EFL, ELT, fundamentals, teachers’ perspectives

This essay intends to shed light on the historical evolution of Arab Studies in Greece from the establishment of its modern state in the 1830s until the present. More specifically, the major driving forces behind the Greek educational and academic institutions' re-discovery of the so-called ''Orient'' are discussed, reflecting the great orientalist traditions of Europe, in addition to domestic political considerations and regional geopolitical repercussions. Taking into account the relevant academic literature written in Greek and today's respective university departments and courses, as well as the dominant approaches towards the teaching of Islam and the culture of the Arabs, this research addresses first the historical and intellectual peculiarities of Greek Orientalism and then analyzes the factors that have affected and continue to affect the content and orientations of Arab Studies in the Greek academia between the 20 th and the 21 st century. The essay concludes with an assessment of the continuities with past experiences and the most recent trends regarding the status of Arab Studies.

We developed an original approach to Arabic traditional morphology, involving new concepts in Semitic lexicology, morphology, and grammar for standard written Arabic. This new methodology for handling the rich and complex Semitic languages is based on good practices in Finite-State technologies (FSA/FST) by using Unitex, a lexicon-based corpus processing suite. For verbs (Neme, 2011), I proposed an inflectional taxonomy that increases the lexicon readability and makes it easier for Arabic speakers and linguists to encode, correct, and update it. Traditional grammar defines inflectional verbal classes by using verbal pattern-classes and root-classes. In our taxonomy, traditional pattern-classes are reused, and root-classes are redefined into a simpler system. The lexicon of verbs covered more than 99% of an evaluation corpus. For nouns and adjectives (Neme, 2013), we went one step further in the adaptation of traditional morphology. First, while this tradition is based on derivationa...

We describe a lexicon of Arabic verbs constructed on the basis of Semitic patterns and used in a resource-based method of morphological annotation of written Arabic text. The annotated output is a graph of morphemes with accurate linguistic information. An enhanced FST implementation for Semitic languages was created. This system is adapted also for generating inflected forms. The language resources can be easily updated. The lexicon is constituted of 15 400 verbal entries. We propose an inflectional taxonomy that increases the lexicon readability and maintainability for Arabic speakers and lingui sts. Traditional grammar defines inflectional verbal classes by using verbal pattern-classes and root-classes, related to the nature of each of the triliteral root-consonants. Verbal pattern-classes are clearly defined but root-classes are complex. In our taxonomy, traditional pattern-classes are reused and root-classes are simply redefined. Our taxonomy provides a straightforward encoding scheme for inflectional variations and orthographic adjustments due to assimilation and agglutination. We have tested and evaluated our resource against 10 000 diacriticized verb occurrences in the Nemlar corpus and compared it to Buckwalter resources. The lexical coverage is 99.9 % and a laptop needs two minutes in order to generate and compress the inflected lexicon of 2.5 million forms into 4 Megabytes.

A natural path for Arabic morphology consists in adopting or adapting both the traditional Semitic model and finite-state technologies. On the one hand, we have to facilitate the linguist’s task of lexical encoding by proposing a familiar formalism: the Semitic model for morphology. On the other hand, computer scientists, in general, point to FSTs as standard devices for inflection; and FSTs have shown their simplicity and efficiency in inflectional morphology for European languages. Nevertheless, there are countless complexities in the implementation of this model with such a technique. This is due to the richness of Arabic morphology and to the actual details of the traditional root-and-pattern model. In fact, there is an opposition between the requirement to be faithful to the essence of the Semitic model, for the sake of lexicon encoders, and the necessity to curb the complexity of its traditional version. Yet, no trade-off has been found.Indeed, we have achieved and created fro...

ويتارسيه 2021 : الإعلال و أنواعه في كتاب عقد اللول في سيرة البطول لسيد الحبيب محمد بن حسن بن علوي الحداد كانت ألاف الكلمات العربيّة في كتاب عقد اللول في سيرة البطول التي تسبّب الباحثة أن تبحثه بالصرف. قد وجدت في هذا الكتاب كلمات الإعلال. رأت الباحثة أن هذا البحث هام. كل شخص لا سيفهم من أصول الكلمات العربيّة إلّا من يتعلّمها. للبحث هذفان يعني لمعرفة الأنواع الإعلال بناء على تغييراته في كتاب عقد اللول في سيرة البطول لسيّد الحبيب محمد بن حسن بن علوي الحداد، و لمعرفة أنواع أفعل المعتل في كتاب عقد اللول في سيرة البطول لسيّد الحبيب محمد بن حسن بن علوي الحداد. هذا البحث هو بحث الكيفي. إتخذت الباحثة الطريقة في هذا البحث هي طريقة تحليل وصفي يعني تصف و تنحل البيانات التي تبحث عليها. بيانات البحث هي كلمات الإعلالية و مصادرها هي كتاب عقد اللول في سيرة البطول لسيد الحبيب محمد بن حسن بن علوي الحداد. لجمع البيانات طريقتان يعني طريقة القرائة و طريقة الكتابة. لجمع البيانات أربع طريقة يعني وصفة البيانات و تصنيفة البيانات و تحليلة البيانات و ترمز عن النتيجة. يوجد في هذا البحث أنواع الإعلال بناء على تغ...

Le livre objet de ce compte rendu propose une analyse approfondie du droit contemporain des pays arabes. Il est unique en son genre : à ce jour, aucune étude ni en anglais ni en français ni même en arabe n'a entrepris une telle analyse. L'auteure, spécialiste reconnue du droit de la famille et du droit constitutionnel en Égypte, a appliqué la même rigueur à l'étude des systèmes juridiques d'autres États arabes. Cet ouvrage constitue ainsi une référence attendue de longue date : une synthèse rigoureuse et structurée du droit positif dans le monde arabe. L'un des apports majeurs de ce livre est de démontrer qu'il n'existe pas un « droit arabe » uniforme, pas plus d'ailleurs qu'il n'existe un « droit musulman » homogène. Contrairement à certaines idées reçues, le droit d'un pays arabe ne peut être appréhendé à travers l'étude d'un autre. Aussi, connaître le droit de l'Algérie ne permet pas de comprendre celui de la Tunisie. Chaque État arabe a suivi son propre cheminement historique et sa propre codification, aboutissant à des trajectoires juridiques distinctes au sein des États-nations. Si ces pays partagent une langue et une histoire marquées par l'islam, ces éléments n'ont pas empêché l'émergence de systèmes juridiques diversifiés. L'ouvrage montre également que le droit des pays arabes ne saurait être réduit à une transposition du droit musulman, lui-même loin d'être monolithique. L'auteure mobilise un corpus impressionnant de sources en arabe, en anglais et en français, mettant en lumière l'évolution du droit dans l'ensemble des pays arabes. On pourrait regretter l'absence d'une bibliographe à la fin de l'ouvrage, mais cela aurait considérablement alourdi un ouvrage qui compte déjà 1 240 pages. Ce livre n'en demeure pas moins une mine d'informations, intégrant citations de textes de loi, extraits de jugements et références doctrinales. Dans le passé, des travaux ont tenté d'analyser le droit des pays arabes sous l'angle de l'influence du droit musulman. L'ouvrage de Chafik Chehata (Droit musulman : applications au Proche-Orient, Paris, Dalloz, 1970), publié en 1971, en est un exemple notable. Toutefois, depuis cette époque, le paysage juridique du monde arabe a connu une transformation profonde, voire un bouleversement. Un autre ouvrage qui pourrait sembler à première vue comparable à celui-ci, est celui de Chibli Mallat (Introduction to Middle Eastern Law, Oxford, Oxford University Press, 2007). Cependant, ce dernier consacre une part importante de son étude au droit musulman, alors que son influence directe se limite principalement au droit de la famille. En outre, il adopte une approche anglo-saxonne, qui privilégie l'analyse de questions spécifiques plutôt qu'une vision d'ensemble cohérente. De leur côté, d'autres publications se sont concentrées sur des domaines précis, comme le droit de

النص هو تأبيني كتبه د. عبد النبي اصطيف عن تلميذه د. محمد شفيق البيطار (1965–2024)، تناول فيه طبيعة العلاقة بين الأستاذ والطالب في الجامعات العربية وما يشوبها أحيانًا من ضعف التواصل أو إنكار الفضل، مقارنًا ذلك بما هو سائد في التقاليد الغربية من اعتراف وتقدير متبادل. غير أن علاقته بالبيطار شكّلت استثناءً مميزًا؛ إذ تجاوزت حدود الأستاذية والتلمذة لتصبح شراكة معرفية حقيقية قائمة على الثقة والاحترام والإنتاج المشترك. فقد تعاونا في تنظيم مؤتمرات علمية، وتحرير مجلة جامعة دمشق للآداب والعلوم الإنسانية، والإسهام في موسوعة “الأدب في بلاد الشام”، كما استعان الكاتب بذاكرة البيطار النقدية الدقيقة لمراجعة ترجماته ونقاش بحوثه الأدبية، حيث كان الفقيد مصدرًا حيًا للمعرفة وذاكرة نادرة للشعر العربي القديم. ويبرز النص أن هذه التجربة الإنسانية والعلمية جسدت العلاقة المثالية بين الأجيال، حيث يرفد الأستاذ خبرته الطويلة بحيوية التلميذ واجتهاده، فيتضافر الاثنان في خدمة العلم والثقافة، تحقيقًا للرسالة الكبرى التي كرّم بها الإسلام طلب العلم والسعي إليه.

Türkiye'de yabanci dil ögretimiyle ilgili sorunlann, önemli bir kisminin, uygun olmayan ögretim yöntemlerinden kaynaklandigi bilinmektedir. Ülkemizde, yabanci dil ögretiminde daha çok gelenekselyöntemler kullamlmakta ve sonuç da genellikle basansiz olmaktadir. Sorunun asilmasindayeni bir yaklasim olan televizyon reklamlanmn yabanci dil ögretimindekullamlmasi, dikkate degerbir çözüm gibi görünmektedir. Bu arastirmanin amaci, yabanci dil ögretiminde, otantik materyaller olarak televizyon reklamlarindan yarar/anma yönteminin dayandigi esaslan ortaya koymaktir. Bu baglamda, TV reklamlarinin özellikleri, seçimi, kaydedilmesi ve sinifta kullammina yönelik uygulamalartartisilmistir.

11 of 71 languages that have been declared extinct and most of them come from Maluku, North Maluku, and Papua. To prevent the extinction of some local languages of Maluku, the general objective of this study is to revitalize one of the local languages of Maluku (Laha Language) in the multilingual learning model in Elementary School (SD). Whereas the specific objectives are 1) analyzing the needs of students in multilingual learning namely Laha, Indonesian and English, 2) exploring what methods are appropriate to be used by teachers in teaching Indonesian-English with the use of local languages, 3) designing material (Syllabus, RPP, and Course book) regional language learning in multilingual learning. This study applied a research and development (R&D) approach. In this case, the researcher employed the R&D model developed by Borg & Gall. The cycle-shaped R&D steps include: a review of research findings, developing products based on these findings, testing in the field with settings ...

 The study aimed at measuring the effect of translanguaging approach in teaching Arabic reading comprehension to the second semester students of Indonesian Education Department, Universitas Iqra Buru. 64 students involved as the participants through simple random sampling technique. 32 students participated in each of the experimental and control group. The researchers used reading test of written test to obtain information about the students’ achievemnt in reading on the use of translanguaging approach and it was distributed to the respondents after the last treatment given. To find out the mean score, standard deviation and the t-test value between the pretest and the posttest the researchers used the SPSS 17 program. The researchers found that the use of translanguaging approach in learning Arabic reading comprehension improves the students’ ability of Arabic reading comprehension is better than the conventional method.

Facebook is a social media that is very popular with students in Indonesia. Thus, this study attempted to examine the increased of students’ Arabic acquisition through Facebook group learning. This research was quantitative research using quasi-experimental design. The sample of this study consists of two classes from the students of the Arabic language education department at UIN Maulana Malik Ibrahim. The instrument of this research was writing test. The results of this study indicated an increase of students’ Arabic acquisition so the researchers concluded that Facebook groups can improve the students’ ability to write in Arabic.

Teaching a form of Syrian dialect is documented in a manuscript by Ottoman poet and writer Ḥassān ibn Naṣūḥ ar-Rūmī al-Balāṭī dating back to around 1445. He aimed to instruct individuals interested in travelling to Arab countries in spoken Arabic. In his introduction, al-Balāṭī explains his motivation for writing this book, emphasizing his intention to move away from the traditional grammatical approach commonly used in Arabic language instruction. Instead, he employed communicative strategies; his work demonstrates his recognition of the contextual requirements for second language learners within an immersive setting. Additionally, al-Balāṭī utilised Ottoman Turkish as a medium language in teaching the Arabic dialects. The manuscript sheds light on the author's methodology for teaching the dialects spoken in northern Syria some 600 years ago. Furthermore, this paper will delve into his approach to grammar presentation, incorporation of cultural nuances and values, topic selection, and other aspects highlighted within the text.

Yazarlar kurmaca eserlerde, metinlerinde vermek istedikleri mesajı farklı yollarla anlatabilmek için insan dışı varlıklara da çeşitli anlamlar yüklerler. Çünkü bazen insana ait insani duyguları, iç dünyasını ve sezgilerini hayvanlar, hayali varlıklar veya eşyalar daha iyi yansıtır. Bu nedenle yazarlar edebi metinlerde eserde vermek istediği mesajı okuyucuya daha iyi aktarabilmek için karakterlerini insan dışı yaratıklardan oluşturur. Ve bu varlıklar genelde hayvanlardır. Hayvanlar insanların zihninde belirli özellikleriyle bilinirler. Buna örnek olarak köpeklerin sadıklığı, dostluğu ve gücü temsil ederken kuşların aşkı temsil etmesi verilebilir. Aynı zamanda Refik Halid Karay, Gurbet Hikayeleri adlı eserinde bazı hikayelerde anlatımını güçlendirmek için hayvanlara çeşitli özellikler yüklemiştir.

he integration of Artificial Intelligence (AI) into higher education has the potential to revolutionize the
teaching and learning of Islamic Studies, particularly in Nigeria, where educational advancements are
crucial for the development of a knowledgeable and enlightened society. This paper explores the role of
AI in enhancing Islamic Studies within Nigerian higher education institutions. The study will evaluate the
potential benefits of AI in terms of improved student engagement, enhanced learning outcomes, and the
preservation of Islamic knowledge. Furthermore, the paper discusses the challenges and opportunities
associated with implementing AI in Islamic education, including issues related to cultural sensitivity and
data privacy. The study adopts a mixed-methods approach, combining quantitative and qualitative
methods to explore the role of Artificial Intelligence (AI) in enhancing the teaching and learning of
Islamic Studies in higher institutions in Nigeria. The findings aim to provide insights into how AI can be
effectively integrated to improve the quality of Islamic Studies education, address educational gaps, and
contribute to the broader goals of higher education in Nigeria.
Keywords: Artificial Intelligence (AI), Higher education, Islamic Studies, Nigeria

In 2023, North Khorasan province hosted 188,000 bee colonies, producing over 2,900 tons of honey. Approximately 20% of the honey in the province is produced in the Mane and Semelqan region, which is rich in orchards and agricultural fields. To increase agricultural production, various pesticides are widely used in this area, thereby increasing the potential for contamination of bees and their products, which are often located near these fields. Pesticides residues have been reported to be toxic, carcinogenic, and capable of causing chromosomal changes (Demirhan et al., 2019). They can also affect the endocrine, reproductive, and nervous systems (Brander, Gabler, Fowler, Connon, & Schlenk, 2016; Watermann et al., 2016; Febvey, Schüz, & Bailey, 2016). Diazinon, an organophosphorus insecticide, is classified in the second category of the World Health Organization's classification and is considered a relatively dangerous pesticide (Taghavi, Naghipour, Mohagheghyan, & Jamali, 2007). This study aims to investigate the residual levels of diazinon in honey produced in the Mane and Semelqan region, including Buor Buor village (cotton flower honey), Chakhmaghloo village (kanar honey), Keshanak village (spring honey), and Darkesh village (thyme honey), with the goal of evaluating the safety of honey produced in this region.

The study of “Uqudullujjain Fi Huqquq Azzaujain” text shows that there is strong gender bias and sexual in the discourse of pesantren literature. It can be seen, among others, from the domestication of women in household. For example, women are suggested to work at home (doing things around the well, bedroom, and kitchen). Women are supposed to be housewives, and so they are prohibited to work outside their home, and they are given limited access to go outside. However, time has changed gender perspective. Nowadays there has been development of new advances occurring among pesantren leaders. For example, there are many Muslim women who work in economic or politic sectors as mass leaders, regents, mayors and district or village heads. This certainly shows interesting opportunities for women to be equal to men. Therefore, in the future, women will be able to be more independent, strong, and even they can obtain good achievements. Keywords: gender bias, sexjuality, pesantren literature...

Skripsi ini membahas dua permasalahan yang tertuang dalam rumusan permasalahan, yaitu: Apa hakikat evaluasi ranah psikomotor dalam pembelajaran bahasa arab? Dan bagaimana pelaksanaan evaluasi ranah psikomotor dalam pembelajaran bahasa arab di Madrasah Aliyah Negeri (MAN) 2 Banjarnegara?. Adapun tujuan penelitian adalah untuk mengetahui hakikat evaluasi ranah psikomotor dalam pembelajaran bahasa arab dan untuk mengetahui bagaimana pelaksanaan evaluasi ranah psikomotor bahasa arab di Madrasah Aliyah Negeri (MAN) 2 Banjarnegara. Penelitian ini bersifat deskriptif kualitatif. Adapun methode yang digunakan untuk memperoleh data antara lain methode observasi, wawancara, dan dokumentasi. Methode observasi digunakan untuk mendapatkan data secara langsung terhadap pelaksanaan evaluasi ranah psikomotor bahasa arab. Methode wawancara digunakan untuk mendapatkan informasi dan data dengan cara wawancara langsung dengan guru bahasa arab. Kemudian methode dokumentasi digunakan untuk mendapatkan data yang berhubungan dengan instrument pelaksanaan evaluasi ranah psikomotor bahasa arab di MAN 2 Banjarnegara. Dari hasil penelitian dapat diketahui bahwa ranah psikomotor adalah penilaian terhadap hasil belajar siswa secara langsung terhadap kemampuankemampuan berbahasa yang sesuai dengan kompetensi dasar yang dirumuskan dalam kurikulum, adapun dalam pembelajaran bahasa arab evaluasi ranah psikomotor menitik beratkan pada penilaian terhadap kemampuan berbahasa yang terdiri dari kemampuan mendengar, berbicara, membaca dan menulis atau mengarang. Adapun instrument yang digunakan dalam evaluasi ranah psikomotor adalah menggunakan tes performance dan observasi langsung. Secara garis besar bahwasanya pelaksanaan evaluasi ranah psikomotor bahasa arab di Madarasan Aliayah Negeri (MAN) 2 Banjarnegara sudah sesuai dengan prinsip dan teori evaluasi ranah psikomotor, akan tetapi masih banyak kekurangannya. Oleh kerena itu, guru bahawa arab seharusnya mempersiapkan langkah-langkah atau persiapan-persiapan yang matang sebelum melaksanakan evaluasi ranah psikomotor bahsa, sehingga tujuan dan target yang akan dicapai dalam evaluasi ranah prikomotor bahasa arab sesuai dengan tujuan yang akan dicapai. Berdasarkan hasil penelitian ini diharapkan dapat memberikan manfaat bagi para guru khususnya guru bahasa arab dalam pengembangan evaluasi ranah psikomotor bahasa dan semua civitas pendidik pada umunya.

Skripsi ini membahas dua permasalahan yang tertuang dalam rumusan permasalahan, yaitu: Apa hakikat evaluasi ranah psikomotor dalam pembelajaran bahasa arab? Dan bagaimana pelaksanaan evaluasi ranah psikomotor dalam pembelajaran bahasa arab di Madrasah Aliyah Negeri (MAN) 2 Banjarnegara?. Adapun tujuan penelitian adalah untuk mengetahui hakikat evaluasi ranah psikomotor dalam pembelajaran bahasa arab dan untuk mengetahui bagaimana pelaksanaan evaluasi ranah psikomotor bahasa arab di Madrasah Aliyah Negeri (MAN) 2 Banjarnegara. Penelitian ini bersifat deskriptif kualitatif. Adapun methode yang digunakan untuk memperoleh data antara lain methode observasi, wawancara, dan dokumentasi. Methode observasi digunakan untuk mendapatkan data secara langsung terhadap pelaksanaan evaluasi ranah psikomotor bahasa arab. Methode wawancara digunakan untuk mendapatkan informasi dan data dengan cara wawancara langsung dengan guru bahasa arab. Kemudian methode dokumentasi digunakan untuk mendapatkan data yang berhubungan dengan instrument pelaksanaan evaluasi ranah psikomotor bahasa arab di MAN 2 Banjarnegara. Dari hasil penelitian dapat diketahui bahwa ranah psikomotor adalah penilaian terhadap hasil belajar siswa secara langsung terhadap kemampuankemampuan berbahasa yang sesuai dengan kompetensi dasar yang dirumuskan dalam kurikulum, adapun dalam pembelajaran bahasa arab evaluasi ranah psikomotor menitik beratkan pada penilaian terhadap kemampuan berbahasa yang terdiri dari kemampuan mendengar, berbicara, membaca dan menulis atau mengarang. Adapun instrument yang digunakan dalam evaluasi ranah psikomotor adalah menggunakan tes performance dan observasi langsung. Secara garis besar bahwasanya pelaksanaan evaluasi ranah psikomotor bahasa arab di Madarasan Aliayah Negeri (MAN) 2 Banjarnegara sudah sesuai dengan prinsip dan teori evaluasi ranah psikomotor, akan tetapi masih banyak kekurangannya. Oleh kerena itu, guru bahawa arab seharusnya mempersiapkan langkah-langkah atau persiapan-persiapan yang matang sebelum melaksanakan evaluasi ranah psikomotor bahsa, sehingga tujuan dan target yang akan dicapai dalam evaluasi ranah prikomotor bahasa arab sesuai dengan tujuan yang akan dicapai. Berdasarkan hasil penelitian ini diharapkan dapat memberikan manfaat bagi para guru khususnya guru bahasa arab dalam pengembangan evaluasi ranah psikomotor bahasa dan semua civitas pendidik pada umunya.

Mazhab Syafie sering dianggap mazhab yang paling kurang memberikan perhatian terhadap maqasid syariah dalam penentuan hukum syarak. Ini kerana mazhab Syafie hanya menghadkan dalil penentuan hukum hanyalah berasaskan kepada Quran, hadis, ijmak dan qiyas sahaja. Perbahasan mengenai maqasid syariah pula seringkali muncul apabila maṣlaḥah mursalah dibicarakan oleh ilmuwan Islam. Mazhab Syafie pula terkenal dengan penolakan terhadap maṣlaḥah mursalah sebagai sandaran hukum. Kajian ini bertujuan untuk mengenal pasti kedudukan maqasid syariah sebagai sandaran hukum menurut mazhab Syafie. Ini kerana menurut sebahagian pengkaji, maqasid syariah pernah dinyatakan kepentingan oleh Imam Syafie dalam proses penentuan hukum. Kajian ini menggunakan metod analisis dokumen bagi menghimpunkan pandangan-pandangan ilmuwan mazhab Syafie yang muktabar terhadap maqasid syariah dan seterusnya menyimpulkan kedudukannya sebagai sandaran hukum menurut mazhab Syafie. Hasil kajian mendapati maqasid syariah tela...

The role of Mahmud Yunus is very prominent in the development and reformation of Islam in Indonesia through his pace and mind, but he only popular as a man of education and less popular as a leader in other area of study, particularly as a leader who understands jurisprudence. The objective of this study is to determine and identify the life of Mahmud Yunus and to display, highlight, and analyze his thinking of fiqh as a representation from the Indonesian scholars of fiqh. This study is a qualitative study. The main data obtained from the fiqh works of Mahmud Yunus, while supporting data consist from the books of classic and contemporary jurisprudence and other resources that are appropriate, and then was analyzed with content analysis techniques (content analysis) through descriptive, analytical and comparative methodology. Furthermore, data were also obtained from various informants through interviews (indepth interview), then was analyzed, worked on shows and presented in a report using descriptive methodology. As a results show that Mahmud Yunus is a scholar of Islamic reformers in Indonesia. In addition, as popular as an educational leader, he also can be called as a scholar / mujtahid in Indonesia. This can be seen from the papers, international experience, capacity and other scholars confession to him. His thought of Fiqh shows that Mahmud Yunus discusses various aspects of research and content in the knowledge of fiqh, especially in areas of fundamental and practical. Debate jurisprudence with such magnitude was presented with simple and easy to understand language parallel with the form, purpose, and provision of the work. Fiqh current issues / contemporary also get his attention in discussion. Moderate and open attitude towards different sects can be seen in his written of fiqh literature. His reference, comparison, views, and comments should not be limited between the four sects only, but sometimes extends to other sects. Furthermore, he also collecting the opinions of world scholars contemporary on a regular basis in order to analyze it for creating goodness and rejecting harm to Bahg 1 (Eficandra).indd 5 7/2/2013 8:44:22 AM brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by UKM Journal Article Repository Islamiyyat 35(1) people. Then, the application on relevant and muktabar of fiqhiyyah rules be taken as a priority by Mahmud Yunus in supporting his thought of fiqh.

Salah satu pendekatan terbaru dalam kajian Ilmu al-Qur’an dan Tafsir adalah kajian pragmatik. Asumsi dasar ilmu pragmatik merupakan kajian yang memperlakukan makna bahasa sebagai relasi yang melibatkan tiga segi (triadic), yaitu hubungan tiga arah yang melibatkan bentuk. Makna dan konteks, baik berupa konteks personal yang juz’i-partikular (asbab al-nuzul ‘ammah). Buku ini mengekspolasi kisah Maryam dalam al-Qur’an dengan menggunakan teori pragmatik yang berorientasi pada appropriateness in meaning dalam kategori perubahan realitas Makki-Madani. Kalimat huwa ‘alayya hayyin dan wa kana amran maqdiyyah dalam QS Maryam [19]: 20-21 yang berbentuk peringatan (al-indhar) pada fase Mekkah mengalami perubahan redaksi berbentuk ajaran (al-risalah) pada fase Madnah berupa kalimat yakhluqu ma yasha’ dan idha qada amran dalam QS Ali ‘Imran [03]: 47. Kecuali itu, terdapat pula orientasi appropriateness in form dalam kategori perubahan bentuk redaksi. Misalnya, redaksi QS Maryam [19]: 21 yang turun pada fase Mekkah berupa ayat wa kana amran maqdiyyan yang bergaya ijaz, ternyata mengalami perubahan redaksi bergaya itnab pada QS Ali ‘Imran;47 yang turun di Fase Madinah berupa kalimat idha qada amran fa innama yaqulu lahu kun fayakun. Kisah Maryam dalam al-Qur’an dalam teori pragmatik juga memuat pesan-pesan keagamaan perspektif gender, meliputi psikologi kepribadian introvet Maryam dalam QS Maryam (19); 23; akses perlawanan terhadap tradisi missoginis dalam QS Ali ‘Imran (03): 36, akses teologis-edukatif dalam QS Ali ‘Imran (03);35, akses spiritualitas di wilayah publik dalam QS Ali ‘Imran (42), akses perlawanan pelecehan seksualitas dalam QS Maryam (19); 18, akses pencegahan gizi buruk pada anak-anak dalam QS Maryam (19): 25, serta konsep single parent dan konsep parenting dalam QS Ali ‘Imran [03]: 36 dan QS Maryam [29]: 22-26.

Social media is an application that uses Web 2.0 technology and gives users the opportunity to produce materials in various forms such as text, audio, and video that can be shared with other users. So indirectly, it can be used in learning a foreign language. Therefore this study aims to critically analyze and synthesize the research trends of foreign language learning through social media. Thus the Education Resources Information Center (ERIC) database was used to find articles related to the objectives of the study from 2017 to 2021. The PRISMA model was used in this study to meet the objectives of the study. An article search using social media and foreign language keywords through the database has found a total of 39906 articles. However, only 14 articles met the requirements and were selected for further analysis. Overall, this study has the potential to be further developed by researchers who are interested in the study of aging language learning research trends through social media with a longer study period and may also involve other languages.

Temeljno opredjeljenje našeg rada jeste oslovljavanje pitanja mekteba i mektepske pouke s akcentom na utjecaj mekteba na moralnu orijentaciju polaznika mektepske pouke i mladih u cjelini. Činjenica je da mekteb ima svoju dugu historiju u Bosni i Hercegovini i datira još od prije pada Bosne u okrilje Osmanske Države. Mektepska pouka prolazila je razne faze u svim tim burnim stoljećima, ali je uvijek postojala i igrala veću ili manju ulogu u odgojno-obrazovnom procesu. Rad tematizira stanovite dileme u vezi s mektebom i nastoji ukazati na činjenicu prema kojoj je mekteb najčešće imao odgojnu, a tek onda obrazovnu ulogu u zajednici. Nastojimo pokazati da mekteb, uprkos svim izazovima s kojima nas savremenost suočava, može doprinijeti moralnom formiranju djece kroz autoritet mualima, koji je centralna figura u mektepskoj pouci. Rad predstavlja teorijsku analizu historijata mekteba i njegove uloge u definiranju moralnog identiteta i obogaćen je višedecenijskim iskustvom autora u mektepskom radu.

גיליון זה של כתב העת "ג'מאעה" עוסק בספרות פלסטינית ובשאלת תרגומה לעברית. בין היתר עוסק הגיליון, באתגרים  התיאורטיים, האנליטיים, והפוליטיים בתהליך תרגום ספרות ערבית בכלל ופלסטינית בפרט לשפה העברית. הגיליון כולל מאמרים השזורים זה בזה המסייעים לקורא להבין אתגרים אלה, שנובעים, בין היתר, מיחסי כוח בין השפות. אחד ממקרי הבוחן המרכזיים שבהם מתמקד הגיליון הוא הקובץ "בלשון כרותה" שיצא לאור בהוצאת מכתוב במכון ון ליר (2019). זהו גיליון חלוצי וחגיגי, הראשון של כתב עת ללימודי המזרח התיכון המתמקד בשאלות הגדולות הקשורות לספרות פלסטינית ולתובנות שניתן לחלץ מתרגומה (ואי-תרגומה) לעברית.

Effective communication is paramount in the field of education, particularly among school teachers who serve as conduits of knowledge and facilitators of learning. This research article examines the communicative competence of school teachers, exploring its multifaceted dimensions and implications for pedagogical practice. Drawing upon theoretical frameworks and empirical evidence, this study investigates the components of communicative competence, its role in classroom interactions, and the factors influencing its development and enhancement. Additionally, it offers insights into the assessment methods and strategies for fostering communicative competence among school teachers.

مستقبل الدراسات البينية في العلوم الإنسانية "علم الانثروبولوجيا" نموذجا"،الموتمر الدولى الثالث للدراسات البينية،المنعقد في كلية الاداب جامعة حلوان،مصر في الفترة من 15-16 مارس 2016 future of interdisciplinary study in the human and social sciences" Anthropology example, paper presented at the 3rd international conference of the interdisciplinary study in the faculty of Art (15-16 March2016), Helwan University, Egypt

The Shorof book by Abu Razin and Ummu Razin is known as a popular guide among beginners and has become a learning material accessed by various age groups and locations. The aim of this research is to provide an overview and analysis of the suitability of this book for beginners by evaluating aspects such as material, presentation, language, and graphic design based on BSNP standards. The BSNP standard was chosen as a reference because it is used to test the suitability of books before they are widely used in Indonesia. The research method used is qualitative, employing a documentation study and literature study approach. The research results show that this Shorof book meets BSNP standards in the material aspect. The material in this book is proven to be very comprehensive, covering all topics that support the understanding of basic competencies in studying Shorof. This book not only explains concepts, definitions, principles, and procedures but also provides concrete examples and relevant training. In terms of presentation, the book material is presented in an interesting, coherent, straightforward, easy-to-understand, and interactive way. Illustrations of the material are appropriate for the age development level of the reader and effectively illustrate the material. In terms of language, the use of language (spelling, words, sentences, paragraphs) is very accurate, direct, and clear. Overall, this book meets BSNP standards, makes a positive contribution to supporting Shorof learning, and is worthy of use by beginners.

This paper, "Application of Juliane House's Translation Quality Assessment Model on Two Poems", investigates translation strategies through the theoretical lens of Juliane House's TQA model that offers unique insights by integrating linguistic, pragmatic, and cultural dimensions into a coherent analytical framework. This study examines how different textual genres demand distinct translation strategies and evaluates the effectiveness of these strategies through a detailed comparative analysis of source and target texts. Through a comparative study of source texts and target texts in Arabic, French, and English, it applies House's dimensions of register, genre, and language function to identify strengths, deviations, and errors in practical translations. Findings highlight how overt strategies prioritise foreignising fidelity to the source text, while covert strategies emphasise domestication for target-audience fluency. By applying House's TQA model to concrete examples of both overt and covert translations between English, French, and Arabic, the research demonstrates how translation choices are systematically influenced by genre conventions, register variables, and functional requirements. The findings reveal that successful translations depend not only on linguistic equivalence but also on appropriate strategic decisions regarding cultural filtering and contextual adaptation. Accordingly, this research contributes to translation studies by providing empirical validation of House's theoretical framework and offering practical guidelines for translators navigating the complex decision-making processes involved in cross-cultural and cross-linguistic communication.

The paper dealt with the construction of the Tama language (a comparative study), with its approach to the Arabic language. The problem of the study is that it answers the following complex question: What is the sentence in Arabic and the Tama language? What are the elements of its construction in the Tama language?  It attempts to provide a description of this language to which it belongs, which is the Nilo-Saharan language family, the eastern Sudanese branch, which the Tama group uses as a language of communication. The study and  its  description  came  to  clarify  the  elements  of  sentence  construction  in  it,  and  to  clarify  its  semantic characteristics.  The  importance  of  the  study  is  that  it  documents  this  language  that  is  threatened  with extinction  due  to  the  rapid  linguistic  transformation  in  the  Darfur  region  in  western  Sudan,  and  provides  a prediction  of  the  difficulties  faced  by  learners  of  Arabic  from  the  Tama  people.  The  study  followed  the descriptive approach, and its tools are induction and observation, taking the language from the mouths of its speakers as a study community, which is (50 students) as examinees on whom the study was conducted, and by recording and observation.The study was divided into three sections. The first section defined the Tama community in terms of its origins,  locations,  and  language  classification.  The  second  section  focused  on  explaining  the  concept  of  the sentence  and  its  elements.  The  third  section  dealt  with  the  applied  study,  highlighting  the  sentence  and  its structural  elements  in  the  Tama  language  and  its  components.  The  study  reached  results  that  benefit  those working in  the  field  of teaching  non-Arabic speakers, including: The  study  limited the  structural  elements in the Tama language starting from the sentence unit, and in it the Tama language uses one pattern of sentence patterns, which is the nominal compound pattern, and the plural in the Tama language is not characterized by regularity,  as  each  noun  has  a  special  way  of  pluralization,  and  the  Tama  language  follows  a  system  of definition,  which  is  by  adding  (ere)  at  the  end  of  the  noun  or  adjective.  The  study  recommended  paying attention  to  studying  Sudanese  languages,  and  clarifying  their  dialects  and  their  relationship  to  other  Nilo-Saharan languages.
Keywords: Tama;Language;Sentence;Structure;Phrase

This study investigates the educational and cultural value of translated comics, with a specific focus on The Adventures of Tintin, as a tool for children's knowledge development. Through the analysis of selected scenes containing scientific, historical, and intercultural references, the research highlights how well-translated comics can introduce complex concepts in a simplified and engaging manner. Scenes involving aviation procedures, coded messages, Egyptology, geography, and religious practices are examined to demonstrate how translation influences both the accessibility and pedagogical impact of the content. The study shows that when comics are translated with linguistic accuracy and cultural sensitivity, they become powerful resources for fostering scientific curiosity, critical thinking, and intercultural competence among young readers. The findings advocate for the recognition of translated comics as complementary educational materials and call on educators, translators, and policymakers to support their integration into children's reading programs. The research concludes with recommendations for future interdisciplinary studies that explore the role of translated comics in promoting inclusive and engaging learning experiences across cultures.

Pembelajaran bahasa Arab di Pondok Pesantren Yanabi’ul ‘Ulum Wal Hikam Sidoresmo Surabaya, kurang memperhatikan aspek kemampuan berbicara santri. Padahal Aspek berbicara merupakan salah satu tujuan dari pembelajaran bahasa. Dalam pembelajaran bahasa Arab, guru juga harus menitikberatkan pengajarannya dalam pengembangan kompetensi berbicara santri selain kemampuan membaca dan menulis, agar bahasa yang sudah diserap oleh santri bisa digunakan dalam komunikasi sehari-hari. Tidak adanya materi pembelajaran khusus maharah kalam menarik, merupakan penyebab banyak santri tidak dapat berbicara dengan bahasa Arab. Oleh karena itu, penyususunan materi ajar khusus maharah kalam yang disesuaikan dengan tema-tema santri dianggap sebagai solusi alternatif untuk meningkatkan kemampuan berbicara santri. Dalam penelitian ini, peneliti mengunakan penelitian eksperimen. Peneliti telah melakukan observasi terlebih dahulu sebelum melakukan penyusunan materi pembelajaran di Pondok Pesantren Yanabi’ul ‘Ul...

ELT or English Language Teaching is considered a multidisciplinary domain. In other words, the study of ELT draws its principles with other disciplines including: psychology, sociology, technology, ethnography, educational psychology, applied linguistics, and translation. Most of the problems are related to the use of the mother tongue (L1) in an ELT course where the core of the process is the language used by both teachers and students. In addition to this, the use of French as a prerequisite contributes in the dilemma of the usefulness as to the limitations of using translation in an ELT class. The aim of this paper is to shed light on the issues mentioned. Besides, it will try to find solution to overcome the problematic situation regarding when, where, and how to make the shift to translation (be it to L1 or French), when teaching English in particular, of great value.

Pedagogi pengajaran dan pembelajaran bahasa Arab telah mengalami perubahan seiring dengan perkembangan semasa. Pendekatan yang bersifat tradisional dan pasif semakin kurang digemari oleh generasi masa kini yang lebih tertarik kepada sesuatu yang kreatif dan menyeronokkan. Kajian ini bertujuan membincangkan pendekatan kreatif dalam pengajaran dan pembelajaran kosa kata Arab. Kajian ini merupakan kajian literatur melalui analisis kandungan dan dihuraikan secara deskriptif. Dapatan menunjukkan bahawa kreativiti dalam pengajaran dan pembelajaran kosa kata Arab dapat meningkatkan penglibatan pelajar dalam aktiviti pembelajaran. Pelajar juga akan lebih berautonomi melalui pendekatan pengajaran dan pembelajaran berpusatkan pelajar dan menggalakkan mereka mempraktikkannya dalam konteks kehidupan yang sebenar. Implikasi kajian ini dapat menjadi nilai tambah kepada tenaga pengajar bahasa Arab dalam memperbanyakkan aktiviti dan latihan yang dapat mengayakan penguasaan kosa kata Arab dengan leb...

Online translation (OT) sites such as Free Translation and Babel Fish are freely available to the general public and purport to convert inputted text, from single words to entire paragraphs, instantly from one language to another. Discussion in the literature about OT for second-language (L2) acquisition has generally focused either on the pedagogical and ethical issues surrounding online translators or on anecdotal discussions of errors researchers have encountered on such tools. This dissertation takes a different approach by investigating the quantative and qualitative effects of OT use on L2 composition writing. A study conducted among 32 third-and fourth-semester L2 French students compared the results of three conditions: participants who were allowed to use an online translator for writing tasks after attending a training session on OT (+translator, +training); participants who were permitted to use OT for their writing, but who had received no prior training (+translator, -training); and a control group whose participants had no training and were not allowed to use OT (-translator, -training). Each of the 128 compositions collected was scored by raters and evaluated on six features: overall comprehensibility, content, spelling, syntax, remaining grammar, and vocabulary. Additionally, raters were asked to judge whether or not, in their estimation, each composition's writer had used an online translator. The results showed that not only did OT use not have a negative effect on the mean scores of those who used a translator during the study, but the online translator groups performed as well as, if not better than, the control group on the experimental writing 2) After noting the score for each category, add up the scores and note the Total score (out of 30). 3) Do you believe this composition was written with the aid of a translator? Write "Yes" or "No" on the composition. 4) Please briefly explain below the composition (or on the back if you prefer / if more space is needed) your response to number 3 by citing a specific reason(s) or example(s) of errors present or lacking from the paper. Please be sure you're clear about what you mean.

This  research  aims  to  explore  the  role  of  artificial  intelligence  in  enhancing  the  teaching  and  learning process.  It  highlights  the  immense  potential  of  AI  to  improve  assessment  processes  and  provide  flexible learning environments. However, the research indicates that there are challenges to be overcome, such as the digital divide and data security.The  research  provides  detailed  definitions  of  core  concepts  such  as  artificial  intelligence,  education, and  educational  technology.  It  also  reviews  the  history  of  AI  development  and  its  significance  in  various  fields.  Additionally,  the  research  identifies  a  set  of  sub-questions  aimed  at  deepening  the  understanding  of AI's  role  in  education,  such  as:  the  skills  teachers  should  possess  to  work  with  AI  technologies,  how  to integrate AI into curricula, and how to ensure equitable access to AI in education.The  research  offers  practical  recommendations  for  maximizing  the  benefits  of  AI  in  education, including curriculum development, teacher training, and improving assessment processes. It also emphasizes the  importance  of  partnership  between  humans  and  AI  in  creating  stimulating  and  innovative  learning environments.In  conclusion,  the  research  finds  that  AI  can  be  a  powerful  tool  for  improving  education  but  must  be used cautiously and responsibly.
Keywords: Artificial intelligence; education; Educational technology; challenges; opportunities

Writing in English is a more conscious and less spontaneous phenomenon than speaking. However, the study examines the errors using a mixed method approach in written English as a foreign language (EFL) of Arabic speakers. Rare studies have investigated the errors committed by Arabic speakers in written English in the context of inflectional morpheme categories. The main aim of the study is to qualitatively analyze the variations in morphological features related to inflectional morphemes and quantitatively assess the associated errors in written English as a foreign language (EFL) made by Arabic speakers.This kind of study is important because it highlights which morphemes are most problematic, and how frequently these errors occur. By doing so, it equips educators with concrete, evidence-based targets for instruction, ultimately enabling them to tailor error correction leading to profeciency. To perform the study, data were collected from 430 undergraduate participants using purposive sampling based on the natural way of writing tasks. The data were analysed by examining the frequency of errors in written English. Additionally, the analyses employed Corder's (1972) inter-language and intra-language influence error framework and Dulay's (1982) surface strategy taxonomy. The qualitative analysis highlighted significant morphological differences between Arabic and English in the context of inflectional morphemes. Quantitatively, the results revealed that the most frequent errors occurred with the third-person singular present tense (-s) marker followed in descending order by errors related to the past tense (-ed), plural (-s), progressive (-ing), comparative (-er), superlative (-est), past participle (-en), and possessive (-'s') due to interlanguage influence errors in written English. The study underscores the necessity for instructional interventions tailored to address morphological differences, aiming to reduce error rates among Arabic-speaking EFL learners and enhance their proficiency in written English.

Ṣadr al-Dīn Qūnawī’s magnum opus and one of the most influential books of philosophy is now available from Equinox Publishing. This a new Arabic edition. Here is an unofficial excerpt. Unlike previous editions, this one contains all the diacritical marks for more precise reading. Its English translation and companion volume was published in 2024 (also by Equinox) under the title “The Limits of Discursive Interpretation”.

ملخص الكتاب:
      استعرض الكتاب الحالي أهمية استخدام إستراتيجيات التغذية الراجعة في تقويم الأداء اللغوي للطلاب، والدور الحاسم لهذه الإستراتيجيات في تصحيح أخطاء المتعلمين وتعزيز تعلمهم، بالإضافة إلى تسليط الضوء على تطبيقات عملية لها في تدريس اللغة العربية، وخصوصا إستراتيجيات التغذية الراجعة غير المباشرة التي تسهم في علاج أخطاء المتعلمين دون أن تعرضهم للإحراج من خلال التصحيح الصريح أو المباشر.
      وقد تمثلت مشكلة البحث الحالي في التساؤلات التالية:
1- ما الفرق بين كل من: التقويم التقليدي، والتقويم الأصيل في برامج تعليم اللغة العربية للناطقين بغيرها؟
2- ما أهم إستراتيجيات التغذية الراجعة التي يمكن استخدامها في فصول تعليم اللغة العربية للناطقين بغيرها؟
3- أي نوع من إستراتيجيات التغذية الراجعة: (المباشرة- غير المباشرة) يكثر استخدامه في فصول تعليم اللغة العربية للناطقين بغيرها لدى المعلمين؟
4- ما تأثير كل من إستراتيجيتي التغذية الراجعة: (الفورية- المرجأة) في تصحيح أخطاء متعلمي اللغة الناطقين بغيرها؟
      ومن أهم النتائج التي توصلت إليها الدراسة الحالية ما يلي:
1- برز استخدام معظم المعلمين لإستراتيجيات التغذية الراجعة المباشرة، مع إهمال واضح لإستراتيجيات التغذية الراجعة غير المباشرة رغم أهميتها ودورها البارز في تصحيح أخطاء الطلاب ومراعاة جوانبهم النفسية والإنسانية.
2- فضَّل كثير من المعلمين استخدام التغذية الراجعة المباشرة بسبب سرعتها في تصحيح الأخطاء، وضمان الفهم الفوري للطلاب من وجهة نظرهم، رغم أن التغذية الراجعة غير المباشرة كانت فعّالة بشكل أكبر مع الطلاب في تصحيح أخطائهم، وتنمية مهاراتهم اللغوية.
3- أظهر البحث أن اختيار نوع التغذية الراجعة يرتبط بـخبرة المعلم وعدد سنوات عمله في المجال، فالمعلمون الأكثر خبرة (أكثر من 10 سنوات) كانوا أكثر استخداما لإستراتيجيات التغذية الراجعة غير المباشرة مقارنة بزملائهم الأقل خبرة، كما أثَّر متغير الجنس (ذكر- أنثى) في اختيار نوع إستراتيجية التغذية الراجعة: "مباشرة- غير مباشرة"، فقد كان الإناث أكثر استخداما لإستراتيجيات التغذية الراجعة غير المباشرة مقارنة بالذكور، ويعزى ذلك إلى اهتمام الإناث بثقافة التدريب في هذا المجال أكثر من الذكور، كما أنهن كن أكثر رغبة في التطوير والتجديد؛ نظرا لقلة انشغالهم بالأعمال الخاصة خارج نطاق الوظيفة مقارنة بالمعلمين.
4- أظهرت الدراسة التأثير الإيجابي لإستراتيجية التغذية الراجعة الفورية مع الطلاب أصحاب المستوى المتقدم؛ ويرجع ذلك لقلة أخطائهم اللغوية، بينما برز التأثير الإيجابي لإستراتيجية التغذية الراجعة المرجأة أو المؤجلة في المستويين: المبتدئ، والمتوسط؛ لأن ذلك كان يمنحهم فرصة إعادة التفكير في منتجاتهم اللغوية، وتحسين أدائهم اللغوي بأنفسهم.
Abstract:
      The current study examined the importance of using feedback strategies in assessing students' linguistic performance and the crucial role these strategies play in correcting learners' errors and enhancing their learning. Additionally, it highlighted practical applications of these strategies in teaching Arabic, with a particular focus on indirect feedback strategies, which help address learners' mistakes without exposing them to embarrassment through explicit or direct correction.
The research problem was framed by the following questions:
1. What is the difference between traditional assessment and authentic assessment in Arabic language programs for non-native speakers?
2. What are the most important feedback strategies that can be used in Arabic language classrooms for non-native speakers?
3. Which type of feedback strategy (direct or indirect) is more frequently used by teachers in Arabic language classrooms for non-native speakers?
4. What is the impact of immediate and delayed feedback strategies on correcting the errors of non-native Arabic learners?
The key findings of the current study are as follows:
1. Most teachers predominantly used direct feedback strategies, while indirect feedback strategies were noticeably neglected, despite their significant role in correcting students’ mistakes and addressing their psychological and humanistic aspects.
2. Many teachers preferred using direct feedback due to its speed in correcting errors and ensuring immediate student comprehension. However, indirect feedback proved to be more effective in helping students correct their mistakes and develop their linguistic skills.
3. The study revealed that the choice of feedback strategy is influenced by the teacher’s experience and years of work in the field. More experienced teachers (over 10 years) used indirect feedback strategies more frequently than their less experienced colleagues. Additionally, gender (male vs. female) played a role in selecting the feedback strategy; female teachers were more inclined to use indirect feedback compared to male teachers. This preference was attributed to women’s greater engagement in professional training in this field and their stronger motivation for innovation and development, as they were generally less occupied with external work commitments compared to male teachers.
4. The study demonstrated the positive impact of immediate feedback strategies on advanced-level students due to their fewer linguistic errors. Meanwhile, delayed feedback strategies were more beneficial for beginner and intermediate-level students, as they allowed them time to reflect on their linguistic output and improve their performance independently.