Journal of the National Council of Less Commonly Taught Languages (Sep 2022)
Students’ perspectives on hybrid and online Arabic classes: A case study
Abstract
This case study reports on first-year Arabic classes that were taught in hybrid and online formats in an American university during Fall 2019 and Fall 2020. A specifically designed curriculum was developed and made accessible as open-source material for teaching elementary classes. Seventy-six learners of Arabic responded to an online survey by the end of Fall 2019 within the hybrid modality. Another pool of 21 students in Fall 2020 completed a questionnaire on the quality and appropriateness of the online material when the modality was completely virtual. Thematic analysis of responses indicated that students enjoyed the overall experience of having a hybrid Arabic class and welcomed the flexibility that it provided them in their schedules. Most students self-reported that the online component developed their language skills and enhanced their preparedness in class. Reflecting on the material used during remote learning, students emphasized issues of accessibility, organization and interactivity of the online sources, and their appropriateness for understanding course material and recycling different concepts with instant feedback. The paper discusses the open-source material as a pedagogical innovation that can be used as a model for online program developers in Arabic language in particular and instructors in Less Commonly Taught Languages (LCTL) at large to enhance the implementation and quality of the online pedagogy particularly in the post-pandemic education environment.
