The Role of Digital Media Technology in Arabic and English Classes in the Kingdom of Jordan
Peran Teknologi Media Digital dalam Kelas Bahasa Arab dan Bahasa Inggris di Kerajaan Yordania
Abstract
Purpose - This study examines how Jordanian universities are using technology in the English-language curriculum, focusing on Petra and Al-Zaytoonah's Arabic and English preparation programs. The study's main goal is to determine how well smart boards, iPads, and Moodle teach ESL students. The study will also assess language classroom technology's pros and cons. The study's main objective is to assess technology integration and its impact on Jordanian EFL students.
Design/methodology/approach - The research methodology used in this study is a qualitative and observational technique in order to accomplish its stated aims. The research methodology includes conducting interviews with English academics affiliated with the University of Petra and the University of Al-Zaytoonah in the country of Jordan. The conducted interviews provide significant perspectives on the use of technology within English educational settings. Furthermore, the research undertakes a comprehensive examination of pertinent scholarly works in order to enhance and support the insights derived from the interviews.
Findings/results – Based on the data and the interviews, it has been observed that Jordanian educators use several technology tools, including smart boards, iPads, and Moodle, inside their English lessons. The use of technology might potentially enhance the language proficiency of Arabic and English language learners (ELLs) in Jordan, offering them many advantages. However, it is worth noting that there exists a significant deficiency in the level of knowledge of and comprehension of technology among some instructors.
Originality/value - Technology's role in Jordanian English language instruction is underlined in this research. Technology utilization in Petra University and Al-Zaytoonah University's preparatory schools is studied. Through educator interviews and literature reviews, this research analyzes technology integration today. This study also examines the pros and cons of utilizing technology to improve language competency, helping educators and scholars comprehend technology's impact on language education.
Paper type – Research paper
Downloads
References
Abdillah, L. (2020). Collaborating Digital and social media For Teaching Science and Arabic in Higher Education Learning Process During COVID-19 Pandemic. Ijaz Arabi Journal of Arabic Learning, 4(1). https://doi.org/10.18860/ijazarabi.v4i1.10793
Al-Amir, B. A. H. (2017). Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms. English Language Teaching, 10(6), 12. https://doi.org/10.5539/elt.v10n6p12
Alzubi, A. (2023 c). The role of multimedia tools in Hashemite Kingdom of Jordan education classroom teaching in the digital era. European Journal of Interactive Multimedia and Education, 4(2), e02303. https://doi.org/10.30935/ejimed/13378
Alzubi, A. M. (2022 a). Impact of New Digital Media on Conventional Media and Visual Communication in Jordan | Journal of Engineering, Technology, and Applied Science (JETAS). Impact of New Digital Media on Conventional Media and Visual Communication in Jordan | Journal of Engineering, Technology, and Applied Science (JETAS). https://doi.org/10.36079/lamintang.jetas-0403.383
Alzubi, A.M. (2023 b). Navigating the Disruption of Digital and Conventional Media in Changing Media Consumption Landscape in Digital Era. Journal of Engineering, Technology, and Applied Science (JETAS), 5(1), 38–48. https://doi.org/10.36079/lamintang.jetas-0501.517
Aprilia, D., & Ahdi, M. W. (2021). Utilization of Online Learning Media Platforms During the Pandemic Covid-19. SCHOLAR: Social and Literature Study in Education, 1(2), 105-108.
Ari, A., & Schmitt, N. (2022). Student-Friendly Teaching Approaches. International Journal of Instruction, 15(2), i–iii. https://doi.org/10.29333/iji.2022.1520a
Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ perspective (Doctoral dissertation, MA Thesis, Department of English and Humanities, BRAC University, Dhaka, Bangladesh).
Awajan, N. W. (2022). Towards New Instructional Design Models in Online English Literature Courses During COVID-19 for Sustainability Assurance in Higher Education. Online Journal of Communication and Media Technologies, 12(4), e202241.
Barzani, S. H., Aslam, M. Z., & Aslam, T. (2021). The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus. Ijole-International Journal of Language Education, 5 (2), 30-39.
Cahya, D., & Ashoumi, H. (2022). Quality in using Google Classroom as an Online Learning Media in Arabic Lesson. SCHOLAR: Social and Literature Study in Education, 2(1), 16-21.
Cifuentes-Faura, J. (2020). Docencia online y Covid-19: la necesidad de reinventarse. Revista de estilos de aprendizaje, 13(Especial), 115-127.
Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Arkansas Tech University
Dawson, K., Cavanaugh, C., & Ritzhaupt, A. D. (2008). Florida’s EETT leveraging laptops initiative and its impact on teaching practices. Journal of Research on technology in Education, 41(2), 143-159.
Drayton, B., Falk, J. K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After installation: Ubiquitous computing and high school science in three experienced, high-technology schools. Journal of Technology, Learning, and Assessment, 9(3), n3.
Eaton, S. E. (2010). Global Trends in Language Learning in the 21st Century.
Eshghinejad, S. (2016). RETRACTED ARTICLE: EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), 1236434. https://doi.org/10.1080/2331186x.2016.1236434
Falk B., & Blumenreich, M. (2006). The power of questions: a guide to teacher and student research. Heinemann Portsmouth: NH.
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106.
Gillespie, H. (2014). Unlocking learning and teaching with ICT: Identifying and overcoming barriers. David Fulton Publishers.
Goundar, P. R. (2019). Vocabulary Learning Strategies (VLSs) Employed by Learners of English as a Foreign Language (EFL). English Language Teaching, 12(5), 177. https://doi.org/10.5539/elt.v12n5p177
Hennessy, S. (2005). Emerging teacher strategies for supporting. Cambridge, UK: University of Cambridge.
Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9(1), 47-63. Retrieved from https://vtechworks.lib.vt.edu/bitstream/handle/10919/8633/hoepfl.pdf
Hu, H., & Huang, F. (2022). Application of universal design for learning into remote English education in Australia amid COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 4(1), 55-69.
Hwang, J. T., Yu, J. I., & Kang, S. (2021). A Study on the Demand of Entrepreneurship Education and Start-up Friendly University Course System Using Fuzzy-Ahp. Academy of Entrepreneurship, 2(1), 1–18. https://doi.org/10.22815/jes.2021.2.1.1
Keser, H., Uzunboylu, H., & Ozdamli, F. (2011). The trends in technology supported collaborative learning studies in the 21st century. World Journal on Educational Technology, 3(2), 103-119.
Khan, M. S. (2016). The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students. English Language Teaching, 9(5), 134. https://doi.org/10.5539/elt.v9n5p134
Krsmanovic, I. M. (2022). “Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics. European Journal of Interactive Multimedia and Education, 3(2), e02211.
Maican, M. A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781.
Martínez Lirola, M. (2020). Multimodal Teaching Proposal in an English as A Foreign Language Subject. ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 5(1). https://doi.org/10.21462/asiantefl.v5i1.112
Mufidah, N., Suryawati, D., & Rofiki, I. (2021, April). Vlog media in Arabic learning for the pro gadget generation. In International Conference on Engineering, Technology and Social Science (ICONETOS 2020) (pp. 530-534). Atlantis Press.
Muhsen Al Harbi, A. A. (2017). Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives. English Language Teaching, 10(3), 26. https://doi.org/10.5539/elt.v10n3p26
Murphy, K., DePasquale, R., & McNamara, E. (2003). Meaningful connections: Using technology in primary classrooms. Young Children, 58(6), 12-18.
Murtadho, N. (2021). Digital Resources and Their Use in Arabic Language Classroom: A Mini-narrative Review. In International Seminar on Language, Education, and Culture (ISoLEC 2021) (pp. 242-248). Atlantis Press.
Patel, C. (2013). Use of multimedia technology in teaching and learning communication skill: An analysis. International Journal of Advancements in Research & Technology, 2(7), 116-123.
Rababah, L., & Melhem, N. B. (2015). Investigation into strategies of creativity in EFL writing in Jordan. Journal of Literature, Languages and Linguistics, 3(5), 14-25.
Rababah, O. M., Al-Shboul, M., & AL Zaghoul, F. A. (2013). Utilizing Knowledge Management in Education: The Case of “The University of Jordan.” International Journal of Emerging Technologies in Learning (IJET), 8(1), 58. https://doi.org/10.3991/ijet.v8i1.2463
Raihan, M. A., & Lock, H. S. (2010). Technology integration for meaningful learning-the constructivist view. Bangladesh Educational Journal, 11(1), 17-37
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39.
Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022.
Robin, B. (2006). The educational uses of digital storytelling. In Society for Information Technology & Teacher Education International Conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE).
Saleh, N., Maulani, M., & Maulani, H. (2021). Using User-FrieNDLY DiGiTAL MODe FOr Arabic LANGUAGe TeACHers, BANDUNG DisTriCT. Lingua, 17(1), 40-51.
Susanti, E. D. (2019). Project based learning: pemanfaatan vlog dalam pembelajaran sejarah untuk generasi pro gadget. Sejarah dan Budaya: Jurnal Sejarah, Budaya, dan Pengajarannya, 13(1), 84-96.
trauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Türkmen, B. (2020). Utilizing digital media as a second language (L2) support: A case study on Netflix with translation applications. Interdisciplinary Description of Complex Systems: INDECS, 18(4), 459-470.
Yasaroh, R. M. A., Zulfah, M. A., & Hidayatulloh, M. K. Y. (2022). Pengaruh Pemanfaatan Kelas Digital terhadap Prestasi Belajar Siswa di MA Unggulan KH. Abd. Wahab Hasbulloh Tambakberas Jombang. JoEMS (Journal of Education and Management Studies), 5(2), 90-97.
YILMAZ, A. (2021). The Effect of Technology Integration in Education on Prospective Teachers’ Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements. Participatory Educational Research, 8(2), 163–199. https://doi.org/10.17275/per.21.35.8.2
Zhang, J. (2020). The Construction of College English Online Learning Community under ADDIE Model. English Language Teaching, 13(7), 46-51.
Copyright (c) 2023 Ahmad Mohmmad Alzubi (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
