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All Journal Al-Hijr: Journal of Adulearn World Studies in English Language and Education
Benzehaf, Bouchaib
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Artificial Intelligence for Arabic Lessons Will it Helps Teachers? Agustina, Annisa; Cakmak, Fidel; Benzehaf, Bouchaib
Al-Hijr: Journal of Adulearn World Vol. 1 No. 1 (2022)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v1i1.498

Abstract

This study aims to determine whether artificial intelligence for learning Arabic can help teachers. The method used by the researcher is a survey method from previous research, which also discusses artificial intelligence. Artificial intelligence can help teachers, especially in Arabic subjects. However, although it can help teachers learn Arabic, it still cannot replace the role of a teacher who teaches directly or face to face. Because Arabic is one of the subjects that teach all or everything related to language, experts are needed to teach it. So with the existence of artificial intelligence, teachers can be helped but not even though they are not optimal. No matter how well the program is designed, it cannot replace the teacher's position as an expert in science. The nature of the computer program is only as a tool, not as a transmitter of knowledge as a whole like a teacher. Technological advances are beneficial or can warn the teacher's work in certain areas. It is hoped that future researchers can use this research as reference material with this research.
Explicit Instruction in Metacognitive Problem-Solving Reading Strategies: Developing Reading Comprehension and Strategy Use Mouchrif, Hassan; Mokhtari, Najat; Benzehaf, Bouchaib
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

This study examined the impact of Problem-solving Reading Strategies (PROBs), a specific subset of Metacognitive Reading Strategies (MRSs), on reading comprehension and strategy use among young Moroccan EFL learners. The first phase focused on assessing the feasibility of explicitly teaching PROBs to young learners, while the second phase examined the effects of PROBs on their reading comprehension and strategy use. The study involved 31 young EFL learners enrolled at a Moroccan EFL center, who were randomly assigned to an experimental group and a control group. Data were collected using measures of reading comprehension and strategy use, including the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Reichard (MARSI, 2002). Data analysis using independent t-tests demonstrated that explicit PROB instruction is feasible when delivered through metacognitive scaffolding and structured PROB-based programs. This feasibility was reflected in the positive responses of students to the intervention. Moreover, the experimental group significantly improved their reading comprehension scores, achieving a p-value of 0.04 (p 0.05), indicating their enhanced ability to solve comprehension problems and maintain overall text comprehension. The intervention also elevated the students' strategy use, transforming them into active PROB users. These findings carry important implications for both educators and curriculum designers, highlighting the potential of PROB-focused instruction in improving EFL literacy outcomes.
Co-Authors Agustina, Annisa Cakmak, Fidel Mokhtari, Najat Mouchrif, Hassan