مراجعة منهجية لفعالية أدوات التعلم الإلكتروني في تدريس اللغة العربية لغير الناطقين بها في بعض الدراسات السابقة في هذا المجال

A systematic review of the efficacy of e-learning Tools in Teaching Arabic to non-native speakers in some previous studies in the field 

تزايد طلب غير الناطقين بلغة الضاد على تعلم اللغة العربية مؤخرًا. يأتي ذلك تزامنًا مع توظيف التعلم الإلكتروني في تعليم وتعلم اللغة العربية. وفي خضم ذلك كله، يتوجب البحث لتقييم ما إذا كانت طريقة التدريس هذه فعالة. لسد هذه الفجوة البحثية، تم تطوير سؤال بحثي وتحديد نطاق للدراسة. تم إجراء بحث منهجي عبر المقالات المتعلقة بالدراسات المنشورة من 2011 إلى 2022 في فهارس قواعد البيانات ومواقع مجلات محددة. شملت قواعد البيانات التي تم استخدمها APA SyncINFO وEmerald Insight وScopus. ولقياس حجم التأثير الإحصائي، تم اعتماد طريقة كوهين. حيث تم إجراء التحليل بواسطة تطبيق Review Manager 5.4 باستخدام نموذج تأثير ثابت. تم اعتماد قيمة احتمالية قدرها 0.05 كعتبة تأثير. أسفر البحث عن جمع 266 مقالة غير مكررة. وبعد التقييم، ترشحت ثمانية منها فقط لتضمينها في هذه الورقة البحثية. كانت أربعة من هذه الدراسات المشمولة نوعية، والأربعة الأخرى كمية. تم تحليل البيانات المستخرجة من المقالات المشمولة بشكل موضوعي وبحثي. من المنظور الموضوعي، تم تقييم التعلم الإلكتروني بشكل إيجابي فيما يخص النجاعة، وسهولة الاستخدام، وتحسين التفاعل، ورضا المتعلم، وتحسين الدرجات الأكاديمية. وجاء حجم التأثير المحسوب 0.91 (95? CI، 0.56-0.27) عند مقارنة التعلم الإلكتروني بالتعلم التقليدي. وقد صب ذلك في صالح التعلم الإلكتروني. وفي تحليل آخر جرت خلاله مقارنة درجات الاختبار القبلي والبعدي، جاء حجم التأثير 0.24 (95? CI، -0.10-0.58) لصالح التعلم الإلكتروني. وبالتالي، تدعم نتائج هذه المراجعة المنهجية والتحليل لنتائج الدراسات استخدام أدوات التعلم الإلكتروني في تعليم اللغة العربية لغير الناطقين بها.

The demand by non-native speakers to learn Arabic has been on the increase lately. This has been accompanied by the adoption of e-learning to teach and learn the Arabic language. In the midst of all this, research is required to assess if this method of teaching is effective. To fill this research gap, a research question was developed, and a scope of study defined. A systematic search for articles was done online for studies published from 2011 to 2022 in index databases and specific journal websites. Databases that were searched include APA SyncINFO, Emerald Insight and Scopus. To statistical measure the effect size, Cohen’s d was adopted. Analysis was done in Review Manager 5.4 using a fixed-effect model. A p-value of 0.05 was adopted as the significance threshold. The search for articles yielded 266 non-duplicate articles. After study screening, only eight qualified for inclusion in this paper. Four of the included studies were qualitative, and four were quantitative. Data extracted from the included articles were analyzed in both thematic and Meta-analyses. From the thematic analysis, it was evident that e-learning was positively defined by usefulness, ease of use, interaction improvement, learner satisfaction and improved academic scores. The calculated effect size was 0.91 (95%CI, 0.56-0.27) when comparing e-learning to traditional learning. This was in favour of e-learning. In another analysis where pretest and post-test scores were compared, the effect size was 0.24 (95%CI, -0.10-0.58) in favour of e-learning. The findings of this systematic review and meta-analysis thus support the use of e-learning methods in teaching Arabic to non-native speakers.

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