تصورات المعلمين حول دمج التكنولوجيا في تعليم اللغة العربية كلغة ثانية (دراسة وصفية)

TEACHERS' PERCEPTIONS ABOUT INTEGRATING TECHNOLOGY IN TEACHING ASL: A DESCRIPTIVE STUDY

تقدم هذه الدراسة مفهوم تعلم اللغة وفقا لمساعد التكنولوجيا والذي يعتبر أمراً حيوياً في تحليل تدريس اللغة العربية كلغة ثانية. ويكمن هدف الدراسة في التأكد من وجهة نظر المعلمين حول تكامل التقنية في تدريس اللغة العربية. وبرزت المشكلة في عدم استخدام المعلمين للتكنولوجيا في التدريس. تم استخدام التحليل الوصفي للبحث عن مواقف معلمي اللغة العربية كلغة ثانية حول استخدام التكنولوجيا في التدريس. اقتصرت الدراسة على عينة مكونة من 90 معلما تتراوح أعمارهم من 22- 59 عاما. أظهرت النتائج أن حوالي 97.7 % من المعلمين استخدموا مفهوم تعلم اللغة بالحاسوب في أغلب الأحيان مقارنة بحوالي 33.3% فقط ممن أفادوا بأنهم نادرا ما استخدموا مفهوم التعليم بالحاسوب. علاوة على ذلك، بينت الدراسة أن حوالي 82% من العينة وافق على وجود علاقة إيجابية بين التعليم بالحاسوب وتعلم الطلاب. 33.3% "وافقوا بشدة" على أن التعلم بمساعدة الحاسوب مكنت متعلمي اللغة من تحسين مهاراتهم الفردية، 48.9% أجابوا " موافقون إلى حد ما"، في حين عارض 17.7% من أفراد العينة ذلك. تم التوصل إلى أن المعلمين منخرطون في منصة تعليم اللغة بمساعدة الحاسوب ويميلون إلى اللجوء إليها لتعلم اللغة العربية كلغة ثانية، ولأسباب شخصية. ومع ذلك، تم تحديد أن غالبية المعلمين الذين شملتهم الدراسة أشاروا إلى أن تعليم اللغة بمساعدة الحاسوب من وجهة نظرهم لعبت دورًا إيجابيًا في تدريس اللغة العربية كلغة ثانية، ومع ذلك فقد كان هناك تردد لبعض المعلمين حول كفاءة تعليم اللغة بمساعدة.

This study presents the technology-assisted language learning (TALL) concept that is vital in the analysis of teaching Arabic as a second language (ASL). The main aim of the paper is to ascertain the teacher's perception on the integration of technology in teaching Arabic language. The problem reported was that most teachers do not use technology in teaching. The educational technologies have multiple ways through which they can contribute to the development of the educational field. A descriptive analysis was used to examine the attitudes of Arabic teachers working in various ASL learning institutions toward TALL usage in their teaching practice. The sample size consisted of 90 Arabic teachers. The participants were aged between 22 and 59 years old. The results indicated 97.7% of the language teachers used at least one model. 64.4% reported that they often used TALL, compared to only 33.3% who reported that they rarely used TALL. Moreover, more than 82% of the teachers reported a positive correlation between TALL and student learning. 33.3% ‘strongly agreed’ that it enabled language learners to improve their individual skills; 48.9% ‘somewhat agreed’ while the remaining 17.7% of respondents disagreed. It was concluded that teachers are engrossed in the TALL platform and they tended to have recourse towards it for ASL learning, and for personal reasons. However, it was identified that the majority of surveyed teachers pointed out that TALL played a positive role in ASL teaching, as well as ASL learning. However, some teachers were reluctant to integrate TALL efficiently in their classroom setting.

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