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p-Index From 2021 - 2026
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All Journal Journal of Digital Learning and Distance Education
Dr K M A AHAMED ZUBAIR
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Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Investigating Speaking Skills Acquisition Through the Audio-Oral Method in Higher Education: A Case Study of the Department of Arabic, The New College, Chennai, India Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 7 (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.v3i7.379

Abstract

This research aims to investigate the teaching of speaking skills using the audio-oral method among students at the Department of Arabic, The New College, Chennai as well as to identify the challenges faced in this approach. Employing a qualitative methodology, data was gathered through observations, interviews, and documentation. Data analysis was structured around three key components: data reduction, data presentation, and extrapolation. To ensure data validity, triangulation was utilized. The findings indicate that speaking skills are taught using the audio-oral method by providing dialogues that are subsequently translated and modeled in the Arabic dialect. Students listen to these pronunciations and practice imitating them; at times, a mobile phone recorder is employed to enhance their proficiency in speaking Arabic accurately. The teaching process is complemented by additional exercises involving diverse Arabic dialogues. The challenges encountered in teaching speaking skills using the audio-oral method at this institution are primarily related to the language environment, the influence of the local language, and issues stemming from a monotonous teaching approach and inadequate learning materials.
Using Canva for Magazine Preparation: A Case Study on Students' Experiences in Enhancing Writing Skills Dr 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.v3i10.449

Abstract

Some Arabic language lovers at The New College, University of Madras, Chennai, India, have expressed concerns about their writing skills in Arabic. To address this, they spent their vacation time engaging in writing exercises. This study aims to describe the steps involved in these writing skill exercises and the production of a magazine as a result of these activities. The researcher employed a qualitative research method to gain a comprehensive understanding of the writing exercises. Data was collected through personal interviews with five students, focusing on the task division process, selection of tools used, and other related aspects. The data analysis followed the three steps of the Miles and Huberman model: data display, data reduction, and drawing conclusions. The results indicated that the writing exercises involved dividing the writing topics among five individuals. The topics included university events, daily activities, prominent figures, archives, and photo collections. To facilitate their work, they used Canva for design purposes. Ultimately, they submitted their work to a supervisor for corrections and suggestions. It was found that the students still struggled with certain methods, particularly with paying attention to writing "hamza." Consequently, they published their work via WhatsApp and Instagram.
Integrating the Audio-oral Method and Wordwall Gamification in Teaching Arabic Speaking and Grammar: A Case Study at The New College, Chennai Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 8 (2026): 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.v4i8.630

Abstract

This study investigates the integration of two pedagogical approaches-the Audio-Oral Method and Wordwall game-based learning-in teaching Arabic speaking skills and grammar at the Department of Arabic, The New College, Chennai. Employing a qualitative case study design, data were collected through classroom observations, interviews with instructors and students, and analysis of instructional materials. The study involved 30 undergraduate students divided into two proficiency-based groups. Findings reveal that the Audio-Oral Method effectively enhances pronunciation and dialogue practice through repetition and translation, while Wordwall serves as an engaging formative assessment tool that increases student motivation, vocabulary retention, and collaborative learning. However, challenges include the lack of an immersive Arabic language environment, local language interference, monotonous teaching practices, and unequal student participation in gamified activities. The study concludes that blended use of these methods can significantly improve Arabic language acquisition if supported by structured planning, diversified teaching strategies, and equitable classroom engagement techniques.
The Use of Google Classroom Learning Management System as a Medium for Learning Arabic Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): 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.v4i9.631

Abstract

This study aims to describe the use of the Learning Management System (LMS) Google Classroom as a medium for teaching Arabic. It explores its historical development, key features, advantages, disadvantages, and practical application in the learning process. Employing a qualitative descriptive approach through library research, data were gathered from various written sources, including articles, scientific journals, and documents discussing the use of Google Classroom in online learning. The data were analyzed descriptively by reviewing, recording, and organizing relevant literature. The findings indicate that Google Classroom facilitates teachers in managing classes, sharing materials, assigning tasks, and conducting assessments online. The platform supports the mastery of the four Arabic language skills-istima’ (listening), kalam (speaking), qira’ah (reading), and kitabah (writing)-through interactive features integrated with other Google services (Linux & Daulay, 2023; Rini, Maswan, & Sugiarto, 2021). However, challenges such as limited internet access, low digital literacy, and reduced direct interaction remain obstacles. These require mitigation through creative and collaborative learning strategies to enhance the effectiveness of Arabic language learning in the digital era.
Enhancing Arabic Proficiency through Targeted Instructional Programs Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): 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.v4i10.635

Abstract

This study investigates two interconnected approaches to improving Arabic language proficiency among undergraduate students. The first component analyzes the implementation of a public speaking and oratory program designed to enhance speaking skills (Ade Adin Sahrudin et al.). The second component evaluates the suitability of a standard Balaghah (Arabic rhetoric) textbook based on established pedagogical criteria (Ikhwanul Habib et al.). The research was conducted within the Department of Arabic at The New College, Chennai, India, an institution under the aegis of MEASI. A cohort of 30 undergraduate students, divided into two groups, participated in the integrated instructional program. Qualitative case study methodology, incorporating interviews, observations, and tests, was employed to assess the speaking program (Ade Adin Sahrudin et al.), while descriptive qualitative content analysis was used to evaluate the textbook (Ikhwanul Habib et al.). Findings indicate that focused oratory training significantly improves linguistic aspects (pronunciation, vocabulary) and presentation skills (voice control, intonation, facial expressions, body language), though grammatical accuracy and speech structuring require further attention (Ade Adin Sahrudin et al.). Concurrently, the Balaghah textbook was found to be largely suitable in terms of content, organization, presentation, and alignment with learning objectives, despite minor issues with irrelevant illustrations (Ikhwanul Habib et al.). The study concludes that a dual strategy combining active, skill-based oratory practice with a well-structured theoretical foundation in Balaghah is effective for comprehensive Arabic language development.
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