The main issue to be examined is the influence of technology and innovation in ASL in Dubai. Faryadi (2007) examined interactive media's role in teaching the Arabic language and discovered that the integration of technology allows instructors to improve their lessons based on achieving effectiveness and creativity in knowledge transfer. Learners are easily persuaded to reason and think critically in the classrooms through interactive media.
Arabic as a second language (ASL) is an upcoming social exploration area in Dubai and the larger UAE. However, there is insufficient literature on the subject. Teaching and learning ASL is the subject of increasing controversy. Amara (2017) states that Arabic is the official language in the UAE; however, the majority of the population speaks English because UAE was a British colony until 1971. Given that the UAE is one of the Arab countries, the Arabic language is one of the national curriculum's key subjects apart from Social Studies and Islamic Education. According to AlHagbani, and Khan (2016), over the last few years, there has been the increased significance of teaching the Arabic language for non-Arabic speakers in the UAE with the main objectives being: to develop an awareness of learners about relationships between the Arabic language and Arabic or Islamic culture, enhance awareness of the need for the Arabic language across the world and improve both oral and written communication skills to strengthen the process of obtaining informational literacy level. One divide argued that Arabic was a dying language in the Middle East in the face of the globalized English language, according to Sabbah (2016). Different studies indicate that the other controversial divisions argued that the Arabic language was a growing language in the UAE.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Issue/Topic/Theme
- A Synthesis of Methodologies
- Synthesis of Main Empirical Finding and Practical Implications
- Gaps in the Literature
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This literature review aims to critically synthesize and analyze sources exploring the role of innovation and technology infusion in teaching Arabic as a Second Language (ASL) in Dubai. The review examines the challenges and opportunities associated with integrating technology into ASL instruction and explores the impact of such integration on student learning outcomes.
- The influence of technology and innovation in teaching Arabic as a second language in Dubai
- The challenges and opportunities of technology integration in ASL instruction
- The impact of technology integration on student learning outcomes
- The role of interactive media, flipped classroom models, and mobile applications in ASL teaching
- The importance of critical considerations regarding the use of technology and innovative techniques in ASL instruction
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter provides an overview of the growing significance of teaching Arabic as a second language (ASL) in Dubai and the UAE, highlighting the increasing importance of the Arabic language despite the prevalence of English. It explores the challenges faced by educators in teaching ASL, including limited learning time, colloquialism, and technological limitations.
- Issue/Topic/Theme: This chapter examines the main issue of technology and innovation's influence in ASL teaching in Dubai. It explores various research findings on the impact of interactive media, technology-based educational techniques, interactive whiteboards, and flipped classroom models on student learning and engagement. It also discusses the potential challenges associated with these technologies, such as student distraction and the need for critical consideration of information overload.
- A Synthesis of Methodologies: This chapter delves into the various methodologies and approaches used in research exploring the integration of technology and innovation in ASL teaching. It analyzes the strengths and limitations of each methodology, providing a comprehensive understanding of the diverse research methods employed in this field.
- Synthesis of Main Empirical Finding and Practical Implications: This chapter synthesizes the key empirical findings from the literature on technology and innovation in ASL teaching. It highlights the practical implications of these findings for teachers, curriculum developers, and policymakers. It analyzes the effectiveness of different technological interventions and discusses the potential for technology to enhance student learning and engagement in ASL classrooms.
- Gaps in the Literature: This chapter identifies the gaps and areas for future research in the field of technology and innovation in ASL teaching. It explores unanswered questions and emerging trends that require further investigation, highlighting the need for continued research in this area.
Schlüsselwörter (Keywords)
Key terms and concepts central to this review include Arabic as a Second Language (ASL), technology integration, innovation, interactive media, flipped classroom model, mobile applications, student engagement, learning outcomes, curriculum development, and research methodologies. These concepts are essential for understanding the role of technology and innovation in enhancing the teaching and learning of Arabic in Dubai and the UAE.
- Citar trabajo
- Mohamed Moghazy (Autor), 2020, Teaching Arabic as a second language in Dubai. The influence of technology and innovation, Múnich, GRIN Verlag, https://www.grin.com/document/974737
