Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Digital Learning and Distance Education Funun Arabiyyah: Journal of Arabic Education and Literature
ZUBAIR, Dr K M A AHAMED
Unknown Affiliation
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Enhancing Arabic Speaking Skills: Pedagogical Strategies and Practical Approaches with special reference to Role-playing ZUBAIR, Dr K M A AHAMED
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 4 (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.v4i4.548

Abstract

This research investigates the development and teaching of speaking skills in Arabic language education, emphasizing effective instructional methods and the importance of continuous practice beyond the classroom. It highlights that achieving proficiency in speaking requires dedicated effort from both teachers and students, utilizing tailored strategies to meet learners' needs. Drawing from extensive literature and pedagogical theories, the study underscores active participation, regular practice, and proper evaluation as key components for improving oral communication. At the New College, Chennai, under the University of Madras, Arabic teaching aims to enhance students’ understanding of texts and their overall language skills—listening, speaking, reading, and writing. However, traditional teaching methods, primarily lecture-based, limit student engagement and reduce motivation to communicate. To address this issue, the study explores the implementation of role-playing strategies, which are highly effective for developing speaking skills by fostering active participation and confidence. The research involved third-year Arabic students and followed two cycles, each with planning, implementation, observation, and reflection phases. Findings reveal that role-playing activities significantly boost students’ speaking abilities, helping them feel less embarrassed and more fluent. Students also work collaboratively, gaining confidence through acting and active engagement in class. Overall, the study demonstrates that incorporating interactive methods like role-playing can substantially improve Arabic speaking skills, encouraging more dynamic and motivated language learning environments. The results suggest that adopting such strategies can lead to more effective language instruction and greater student success in oral proficiency.
Towards a Learner-Centered Paradigm: Reconstructing Arabic Language Curriculum for Multidisciplinary University Students Zubair, Dr K M A Ahamed
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 1 (2026): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v2i1.71

Abstract

This study aims to reconstruct the Arabic language curriculum by integrating a learner-centered design paradigm. The reconstruction focuses on two core principles: aligning curricular objectives with specific departmental graduate profiles and accommodating the diverse characteristics of multidisciplinary learners. Conducted at the Department of Arabic, The New College, Chennai, India, the research employed a qualitative descriptive methodology. Data were gathered from 30 undergraduate non-Arabic major students-divided into two cohorts-through semi-structured interviews, classroom observations, and document analysis. The findings propose a four-step reconstruction framework: (1) reformulating instructional objectives to prioritize context-relevant language skills (e.g., reading comprehension for Islamic Studies, speaking skills for Communication); (2) redesigning teaching materials around thematic, field-specific texts and vocabulary; (3) adopting differentiated instructional strategies, including diagnostic pre-testing, heterogeneous grouping, and multimodal methods; and (4) redesigning assessments to be skill-based and aligned with the new objectives. The study concludes that this reconstructed, learner-centric curriculum is essential for enhancing the relevance, effectiveness, and overall quality of Arabic language education in multidisciplinary university settings.
Co-Authors