Towards a technology-enhanced blended approach for teaching Arabic for Shari�ah purposes (ASP) in the light of the South African national qualifications framework
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Information and Education Technology
Abstract
The study investigates the use of a blended
learning approach for teaching Arabic as a foreign language at
a South African Islamic college in the light of the South African
National Qualifications Framework level descriptors and their
critical cross-field outcomes. In particular, the approach has
been used for teaching a Module in an undergraduate
BA programme during the second semester of the academic
year 2018-2019 at the International Peace College South Africa
(IPSA). The college adopts a content and language integrated
approach for teaching Arabic. The study concluded that the use
of a technology-enhanced blended approach using Web 2.0 tools
and Learning Tools (with full) Interoperability (LTI 2.0) (e.g.
gamification) plays a vital role in motivating the learners and in
the achievement of critical cross-field outcomes of each NQF
level including, subject knowledge, critical thinking and
problem solving, communication, teamwork and
self-management among others. The study is part of an action
research project that also includes the design of a syllabus for
teaching Arabic for S ri� purposes in the South African
context and the attitudes of learners towards it.
Description
Keywords
Technology, Foreign language, Arabic, Teaching, Learning
Citation
Mohammed, T. A. S. et al. (2021). Towards a technology-enhanced blended approach for teaching Arabic for Shari�ah purposes (ASP) in the light of the South African national qualifications framework. International Journal of Information and Education Technology, 11(1), 1�9. https://doi.org/10.18178/ijiet.2021.11.1.1481