Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Journal of Digital Learning and Distance Education
K. M. A. AHAMED ZUBAIR
Unknown Affiliation
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype K. M. A. AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 11 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i11.231

Abstract

Teaching Arabic to non-native speakers faces various difficulties, such as curriculum design, environment, and other things. Attention should be focused on the design of suitable Arabic language teaching curricula for non-native speakers. Curricula are a vital component in the Arabic language for achieving academic objectives. The researcher aimed to understand the written texts as reflections of the author's ideas by describing and analyzing them. The researcher aimed to understand the written texts as reflections of the author's ideas by describing and analyzing them. This differs significantly between native and non-native speakers, requiring unique approaches for non-native speakers. The data, related to the curriculum concepts, are derived from Rushdi Ahmed Thuaimah's books using a documentation method. Thuaimah considered the curriculum as a system of interconnected elements. His teaching curriculum is based on philosophical foundations, namely behavioral, structural, pragmatic, and Islamic. These philosophies impact all the underlying foundations, such as linguistic, educational, psychological, and social foundations. The model for curriculum elements in teaching Arabic to non-native speakers by Thuaima consists of objectives, content, method, evaluation, and the teacher's guide. This indicates that the elements of the curriculum align and evolve based on expert input.
An Analysis of Integrating Language Skills in Teaching Arabic to Non-Native Speakers K. M. A. Ahamed Zubair
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i6.348

Abstract

This study explores the importance of integrating the four language skills- listening, speaking, reading, and writing teaching Arabic to non-native speakers, as opposed to the traditional methods that isolate these skills. The objective of this research is to demonstrate how an integrative approach to language instruction enhances learners’ overall proficiency and communicative competence. Using an analytical survey method, an electronic questionnaire was distributed to 120 students enrolled in the Post Graduate and Research Department of Arabic at The New College, Chennai, India. The findings reveal that students benefit significantly from a cohesive approach that mirrors real-world language use, improving their fluency and accuracy across all language domains. Results also indicate that integrating language skills helps learners develop balanced linguistic competence, reinforcing the interconnectedness of listening, speaking, reading, and writing. Based on these findings, this paper advocates for the redesign of educational curricula and teaching programs to adopt this integrative method, thereby improving the efficacy of Arabic language instruction for non-native speakers. The conclusion underscores that such an approach is vital for fostering communicative competence and linguistic development among learners.
Code-switching and Language-mixing among the AFL students of Chennai: Influence of Mother Tongue on the Use of Arabic as the Second Language K. M. A. AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 8 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i8.400

Abstract

Issues surrounding the use of foreign languages and mother tongues (code-switching) in language classrooms have garnered significant research interest. This study explores the factors driving code-switching among students and teachers during various phases of interaction in an Arabic as a Foreign Language (AFL) classroom. The investigation focuses on mother tongue interference and its impact on learning Arabic as a second language at The New College, Chennai, India. Identifying these challenges is essential to address the needs of students striving to master Arabic effectively. Using a quantitative survey method, the study analyses written examination scripts from high-performing, average, and low-performing students. The tests assess grammar, spelling, sentence structure, and punctuation. Data were analyzed using descriptive statistics, with tools like Microsoft Excel and SPSS used to calculate the percentage and frequency of language errors. The findings revealed four major error types: grammar (49%), spelling (24.4%), sentence structure (22.2%), and punctuation (4.4%). These results underline how interference from the Tamil mother tongue influences students' Arabic learning. The study highlights the need for tailored instructional strategies to address language errors stemming from native-language interference. By understanding the specific areas where students struggle, educators can better facilitate their language acquisition. The research underscores the importance of considering the linguistic background of learners in second language instruction and offers recommendations to enhance teaching methodologies, ultimately improving students’ proficiency in Arabic.
Exploring the Pedagogical Impact of Educandy Application in Arabic Language Assessment K. M. A. AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 10 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i10.450

Abstract

This study evaluates the effectiveness of the Educandy application as an assessment tool for Arabic language learning among undergraduate students at The New College, Chennai. The research assesses three key aspects: the validity of the media, the validity of the assessment, and the overall matching of questions. Utilizing expert evaluation, statistical reliability tests, and hypothesis testing through SPSS, the study measures the effectiveness of Educandy in enhancing student learning outcomes. The results indicate that while the assessment tool exhibits high reliability (Cronbach's alpha > 0.7), the overall effectiveness of Educandy remains limited. The Gain-N test reveals a 47.86% improvement in learning outcomes, categorizing its effectiveness as "less effective." Hypothesis testing further supports this conclusion, showing no significant difference in performance between the experimental and control groups. Consequently, this study concludes that while Educandy offers engaging features, its effectiveness as an Arabic language assessment tool requires further improvement to achieve optimal learning outcomes.
Co-Authors