Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal IJAS: International Journal of Arabic Studies Innovative Journal of Educational Research and Insights (IJERI)
Layla Al-Mansouri
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Education Languange, Linguistic, Communication & Media

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Digital Tools for Teaching Arabic as a Foreign Language: A Comparative Study Layla Al-Mansouri
IJAS: International Journal of Arabic Studies Vol. 1 No. 2 Desember (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges.
Semantic Shifts in Classical and Modern Arabic: A Diachronic Study of Key Lexical Terms / التحولات الدلالية في اللغة العربية الكلاسيكية والحديثة: دراسة تاريخية لمصطلحات معجمية رئيسية Layla Al-Mansouri
IJAS: International Journal of Arabic Studies Vol. 2 No. 1 March 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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This study explores the phenomenon of semantic shifts in the Arabic language, examining key lexical terms that have undergone changes from Classical Arabic to Modern Arabic. The research employs a diachronic approach to trace the historical evolution of meanings and analyze the sociocultural, political, and technological factors influencing these changes. By utilizing classical and modern dictionaries such as Lisan al-Arab, Taj al-‘Arus, and Al-Mu‘jam Al-Wasith, along with textual analysis from literary, historical, and contemporary media sources, this study identifies patterns of semantic change, including amelioration, pejoration, broadening, and narrowing of meaning. The findings reveal that semantic shifts in Arabic occur as a natural response to societal developments and cultural transformations. Terms that were once confined to religious or literary contexts in Classical Arabic have acquired new meanings due to modern advancements and globalization. This research highlights the implications of semantic change for understanding classical and modern Arabic texts, translation challenges, and language education. The study concludes by emphasizing the need for further research using digital corpus analysis and the development of a diachronic Arabic dictionary to systematically document semantic evolution across different historical periods.
Bridging the Achievement Gap: Equity Strategies in Urban and Rural Schools Layla Al-Mansouri; Omar Hamdi
Innovative Journal of Educational Research and Insights Vol. 2 No. 1 March 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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This study investigates teachers' perceptions and implementation of social justice principles in multicultural secondary school settings. Utilizing a phenomenological and mixed-method approach, the research explores how educators understand and apply concepts such as equitable resource distribution, cultural recognition, and inclusive pedagogy. Data were collected through surveys and in-depth interviews with teachers from diverse educational backgrounds. The findings reveal varied perceptions of social justice, influenced by factors such as teaching experience, educational training, and school location. Additionally, differences in classroom practices—ranging from culturally responsive curricula to fair disciplinary policies—highlight the complexity of promoting equity in educational settings. The study contributes to the theoretical understanding of social justice in education and offers practical recommendations for fostering inclusive and equitable learning environments.
Co-Authors Omar Hamdi