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All Journal Journal of Educational Science and Technology Indonesian Journal of Learning Education and Counseling
Barkaoui, Mohamed Elboussairi Salih Elhaj Mohamed
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Education Engineering Social Sciences

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Exploring Distractions Impacting Arab EFL Learners in Online Environments Barkaoui, Mohamed Elboussairi Salih Elhaj Mohamed
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.67097

Abstract

This study investigates key distractions impacting Arab EFL learners in online education, shaped by unique socio-cultural, technological, and environmental factors. Using a qualitative approach, semi-structured interviews with ten online teaching experts from the Arab region identified primary distraction sources and context-specific solutions. Thematic analysis revealed four main types of distractions: cultural influences, technological limitations, household interruptions, and low engagement levels, all significantly hindering students’ focus and academic performance. Experts recommended strategies to address these challenges, including enhancing digital infrastructure, integrating culturally aware teaching practices, creating supportive learning spaces, and leveraging interactive tools to improve engagement. The findings emphasize the need for solutions tailored to the Arab context, offering practical guidance for educators, policymakers, and institutions to create more effective online learning environments. This research provides valuable insights into the distinct challenges faced by Arab EFL learners, promoting a more customized approach to support their success in online education.
The Impact of Blended Learning Models on Arab EFL Learners Barkaoui, Mohamed Elboussairi Salih Elhaj Mohamed
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 1 (2025): September
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i1.2967

Abstract

This review examines the impact of blended learning models (BLMs), particularly flipped classrooms and online assignments, on Arab students learning English as a Foreign Language (EFL). It explores how these approaches influence motivation, engagement, and language proficiency within the unique educational and cultural context of the Arab world. The study employs a content analysis methodology, systematically analyzing empirical studies from reputable academic databases to identify key themes, patterns, and trends related to the effectiveness of BLMs. Through coding and thematic categorization, the analysis provides a structured understanding of how these models shape EFL learning outcomes. Theoretical foundations such as constructivism and connectivism underpin the study, emphasizing active learner engagement and digital access in the learning process. While BLMs offer benefits such as improved language skills and increased learner autonomy, challenges related to technological accessibility and cultural relevance persist. The review underscores the need for further research to refine and optimize BLM strategies for Arab EFL learners, focusing on overcoming barriers and adapting content to local educational needs
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