University of Balamand

Faculty of Arts and Sciences

Education Department

FASS-300

Research Methodology

Research Methodology Proposal

Student’s name: Pamela Bou Ghanem

Telephone: 03416123

Division: M.A Educational technology

Supervisor: Dr. Maureen Nicolas

Proposed Title: Modernizing the Arabic language in Lebanese schools: A case study.

1.1 Statement of the Problem/Context

Diglossia is two forms of the same language used in different contexts. Lebanon is in the

midst of a situation where multiple languages are used in their daily life leaving the Lebanese

people in a unique linguistic situation. Their language which should have been considered a

heritage and cultural identity has been sidelined in Lebanon for many years. Moreover, the

influence of foreign languages on culture and national identity has become more valued than the

native language. Thus, English and French flourished, in terms of resources, funding, and

creativity (Taha-Thomure, 2008). Arabic teachers kept using outdated teaching methods and

materials, which affect the learners’ achievement and motivation. Thus, students in Lebanon

prefer to write and talk in a foreign language rather than their native language (Bahous et al.,

2011). Most Lebanese schools were compelled to create their Arabic language curriculum and

guidelines based on a textbook. Thus, a textbook-based curriculum will almost surely miss

several elements, such as technology, methods, and procedures (Taha-Thomure, 2008). As a

result, when teaching Arabic, it is essential to consider students' performance, teachers'

preparation, and resources (Bahous et al., 2011).

1.2 Research aim and research questions

The purpose of my study is to determine how essential it is to adopt a new approach to

teaching Arabic in the classroom. Furthermore, this study will focus on the gaps in the Arabic

language curriculum as well as the impact of technology integration on students' motivation,

engagement, and academic skills.

on learning behavior?

2- How do Arabic teachers use technology in a learning environment?

3- Does technology integration have an impact on students' motivation and engagement toward

the learning of the Arabic language in Lebanese schools?

1.3 Rationale/Significance

Lebanese students need to acquire the Arabic language. However, talking about Arabic

means talking about two different contexts: standard Arabic and dialect. the Lebanese students

use English, French, and spoken Arabic in their daily life. Hence, this mixture of languages leads

them to lose their identity. Acknowledging that a new approach is needed when teachers held on

to the traditional learning way and remained teacher-centered and textbooks- centered which

resulted in a low level of Arabic skills among all grades (Bahous et al., 2011). Therefore, this

study is important for those who teach Arabic due to the rapid changes in culture and pedagogy

brought on by technology. An efficient and contemporary curriculum with defined guidelines is

essential now in Lebanon to change students' attitudes and beliefs about the language (Taha-

Thomure, 2008). This research will enable us to pinpoint the key challenges that students face. It

will demonstrate to teachers that using technology with specific features will help their students

achieve their learning goals (Husseinali, 2006). The study's findings will provide teachers with

the resources they need to implement the Arabic language curriculum (Ibrahim, Z et al., 2017).

2. Literature Review

2.1 Challenges of the Arabic Language today

learners in a professionally-oriented education setting. Annali Di Ca' Foscari : Rivista

Della Facoltà Di Lingue e Letterature Straniere Dell'Università Di

Venezia,  56(56)https://doi.org/10.30687/AnnOr/2385-3042/2020/56/006

The needs of students are examined from many angles in this article. In terms of the

affective component, where language is a heritage, it must attempt to evoke memories of a

specific vocabulary from a person's past or childhood memories. Also, in terms of pedagogical

practices, using simulation in Arabic and linking it to everyday life. Both ways will create a rich

communicative environment.

2.1.1 Identity crisis

Husseinali, G. (2006). Who is studying Arabic and why? A survey of Arabic students'

orientations at a major university. Foreign Language Annals, 39(3), 395-412.

https://doi.org/10.1111/j.1944-9720.2006.tb02896.x

This article discusses the major challenge in Arabic: Diglossia. Diglossia is two forms of

the same language used in different contexts. We have modern standard Arabic "Füsha," which

is utilized in literature and taught in school. We have the dialect "a'amya" that we use when

communicating with others in our daily lives. Dealing with the two facets of this language is a

source of tension and failure for students. Thus, Lebanese youth found themselves challenged by

a language that is supposed to be their first language.

2.1.2 Academic challenges

Taha-Thomure, H. (2008). The status of Arabic language teaching today. Education,

Business and Society, 1(3), 186-192. https://doi.org/10.1108/17537980810909805

various levels. The fundamental issue is the lack of an academic group in charge of developing

standardized policies and guidelines for the Arabic language. A change in the level of education,

resources, and teacher training will help this language evolve.

2.2 Technology and Arabic languages

Nurcholis, A., Nuryani, N., Efendi, H., & Hidayatullah, S. I. (2021). Epistemology of Arabic

language learning technology development. Jurnal Al Bayan: Jurnal Jurusan Pendidikan

Bahasa Arab,  13(1), 73-89. https://doi.org/10.24042/albayan.v13i1.7090

This article discusses the value of technology in the classroom, highlighting the fact that

students are less committed to studying Arabic when lectures are used. However, media

enhances students' educational experiences and makes learning more engaging and productive.

This research focuses on the four basic skills of Arabic: writing, reading, listening, and

communication. It highlights that teachers need to adopt their lessons respecting the three factors

of learning: content, technology, and instructional model to acquire these skills.

2.2.1 Tools and affordances

Rochma, S. N., Mahmudah, U., & Yahya, Y. K. (2021). Utilizing technology in Arabic teaching:

Implementation of media “Learning aljazeera.net” on listening skill teaching at

university of darussalam gontor.  Arabiyatuna : Jurnal Bahasa Arab

(Online), 5(2), 197- 216. https://doi.org/10.29240/jba.v5i2.2730

This article covers using "al Jazeera" as a teaching tool in an Arabic lesson to improve

students' listening and speaking abilities. Students were able to practice and distinguish a variety
of speech sounds and phonemics in a real-world setting due to this particular media.

Additionally, the listener noted the messages transmitted by media that assisted him in

understanding the significance of sentences that he might apply to his daily life.

2.3 Effectiveness of technology

Alharizeh, M. F., & Khasawneh, S. A. (2022). Multimedia effectiveness in developing Arabic

language listening and speaking skills for Non–Native speakers. International

Journal of Early Childhood Special Education, 14(1), 608-627. https://doi.org/10.9756/INT-

JECSE/V14I1.221074

The effectiveness of using digital instructional technologies in a learning environment,

such as audio, graphics, and animated video, is discussed in this article. The study revealed that

the use of these multimedia enhanced students' intrinsic drive to learn the language because these

kids learn best when engaged in active learning environments. Thus, providing information

through various multimedia sources had a significant impact on these students' motivation to

learn this language.

2.3.1 Learning Motivation

Fauzi, M. F., & Anindiati, I. (2021). Improving the motivation of students in Arabic language

learning through learning management system. Izdihar (Online), 4(3), 257-

274. https://doi.org/10.22219/jiz.v4i3.19110

This study tries to demonstrate that several factors need to be taken into account to

encourage students. The pupils' motivation to learn significantly increased once the ARCS

motivational strategy was implemented. This strategy had four characteristics: Attention,
Relevance, confidence, and satisfaction. These elements changed the pupils' perspectives on

studying Arabic.

3. Research Methodology

3.1 Approach

This instrumental case study is qualitative in nature. It is the research of the specificity

and complexity of a situation to provide insights into a problem. Thus, the demands of these

students become the principal focus of this study (Creswell, 1998). It is supported by multiple

methods: interviews and observations

3.2 Research Context

The research will be conducted in a private school in the Beirut area. It is a big school that has

classes from k to 12. This school uses technologies occasionally in their classroom and has

access to a computer and the internet. The Arabic department is the population for the research.:

1000 students study the Arabic language, 12 teachers, and two coordinators. Thus, a purposive

sampling will be the best technique for this study because the participants are the convenient

representative of this case (Bryman, 2012). Two types of interviews will be conducted: the first

interview for the teachers and coordinators. A second interview is a focus group of students that

will be chosen from grade 5. Both interviews will examine the approach to the Arabic language

by exploring the perceptions of the language, the use of technologies in the classroom, and their

impacts on the students.

3.3 Data Collection

This research necessitates two methods of data collection: Interview and Observation.
3.3.1 Interviews

Two semi-structured sets of questions will be designed in this research. One will be

administrated to the teacher and the other to the coordinators. These semi-structured questions

allow the participants to respond freely to the questions and be flexible to ask probing questions

(Creswell, 1998). The selected group of students will answer several questions with data on how

they perceive Arabic and identify the main obstacles they encounter, in terms of identity, social

level, and understanding issues. The questions will be devoid of assumptions, allow for complex

responses, and indicate that the researcher is willing to consider any response. The questions in

the interview will focus on the area of the study interest and provides the answers to the research

questions. It will enable participants to decide what they believe is important to share or to

reflect on their perceptions (Roberts, 2020). Therefore, the questions will focus on the challenges

teachers experience when trying to inspire kids to learn this language. It will show how anxious

kids are around a language that is supposed to be their first language. The interview will be

recorded and then processed to address the first research question, which highlights the main

difficulties in learning Arabic at a private Lebanese school. This school uses technology on

occasion. Thus, additional questions will be posed to the instructors and coordinators to describe

the various technologies used in the classroom. These inquiries will center on how technologies

are used to enhance learning and how they are coordinated with learning objectives.

3.3.2 Focus group

A focus group will be assembled for each cycle, and the purpose is to get the students'

input. This specific group has a common experience with the Arabic language and will be

interviewed in a semi-structured way about their perceptions and experiences (Roberts, 2020).
3.3.3 observations

Every class in each cycle will be observed to better understand the behavioral changes

made by pupils when using technology. Every piece of information is recorded while observing,

the setting is examined, and the activities are well described. This method will offer an

understanding of the importance of integrating technology in Arabic language (Baxter & jack,

2008). Therefore, several lessons will be observed; lessons where there is absolutely no use of

technology and others in which there is. This semi-structured observation protocol will show the

change in the student's behavior and how using technology has affected their motivation,

involvement, and understanding. A detailed description of the tools will be analyzed to show if

these technologies create new and different learning experiences.

3.4 Data Analysis

An emergent theme strategy will be incorporated and analyzed where the interview and

the data will be iterative. The data retrieved from the observation and interviews will be

audiotaped, transcribed, and collected. The characteristics of the data that emerged and the

problems that are encountered will be examined, and phrases that the participants use frequently

will be highlighted. At this step, the information will be read and coded to reduce and compress a

large amount of information (Creswell, 1998). Then, data will be compared to see if there are

any commonalities, and group similarities found in these interviews' data sets to form a matrix.

The last stage will be contextualizing the findings, and organizing the information into a

framework (Creswell, 1998).

be examined (Creswell, 1998). All data sets will be triangulated to analyze the findings from

several angles, decrease biases, improve validity, and provide the study with more clarity.

Triangulating among the many data sources will strengthen the study's credibility and reveal its

strengths and limitations (Bryman, 2012).

3.5 Ethical Considerations

Several ethical considerations will be respected in this study. First, Informed consent with

an email outlining the study's objectives will be sent to the administrators to access the research

site. Following that, the administration and the parents will sign a consent letter. Second, all the

parties will be notified that their privacy and confidentiality will be protected. Their names won't

be mentioned in the findings, and They will also participate voluntarily. Even though interviews

and observations are personal, the questions may make the student or teacher uneasy and

worried. However, the collected data will neither jeopardize their academic standing nor their

jobs (Busher, 2005).

References

Alharizeh, M. F., & Khasawneh, S. A. (2022). Multimedia effectiveness in developing Arabic

language listening and speaking skills for Non–Native speakers. International

Journal of Early Childhood Special Education, 14(1), 608-627. https://doi.org/10.9756/INT-

JECSE/V14I1.221074

Bahous, R., Bacha, N. N., & Nabhani, M. (2011). Multilingual educational trends and practices

in Lebanon: A case study. International Review of Education, 57(5/6), 737-749.

https://doi.org/10.1007/s11159-011-9250-8
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and

implementation for novice researchers. Qualitative Report, 13(4), 544-559.

Bryman, A. (2012). Social research methods (4th ed.). Oxford University Press

Busher, H. (2005) Ethics of educational research: An agenda for discussion, Key note

presentation to the Ninth Science and Mathematics Education Conference (SMEC 9),

American University of Beirut (AUB), Lebanon, 18–19 November 2005

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed

methods approaches (Fifth ed.). SAGE.

Golfetto, M. A. (2020). Al-mihna wa’l-huwiyya . motivational dimensions of Arabic heritage

learners in a professionally-oriented education setting. Annali Di Ca' Foscari : Rivista

Della Facoltà Di Lingue e Letterature Straniere Dell'Università Di

Venezia,  56(56)https://doi.org/10.30687/AnnOr/2385-3042/2020/56/006

Fauzi, M. F., & Anindiati, I. (2021). Improving the motivation of students in Arabic language

learning through learning management system. Izdihar (Online), 4(3), 257-

274. https://doi.org/10.22219/jiz.v4i3.19110

Husseinali, G. (2006). Who is studying Arabic and why? A survey of Arabic students'

orientations at a major university. Foreign Language Annals, 39(3), 395-412.

https://doi.org/10.1111/j.1944-9720.2006.tb02896.x

Ibrahim, Z., Papadopoulos, P., & Karatsolis, A. (2017). Arabiyyatii: An innovative technology-

based curriculum for teaching Arabic to native speakers. Handbook for Arabic
language teaching professionals in the 21st century, 199-215.

https://doi.org/10.4324/9781315676111

Miles, M. B., Huberman, A. M., & Saldana, J. (1994). Qualitative data analysis: An expanded

sourcebook (2nd ed.). Sage Publications

Nurcholis, A., Nuryani, N., Efendi, H., & Hidayatullah, S. I. (2021). Epistemology of Arabic

language learning technology development. Jurnal Al Bayan: Jurnal Jurusan Pendidikan

Bahasa Arab,  13(1), 73-89. https://doi.org/10.24042/albayan.v13i1.7090

Roberts, R. (2020). Qualitative interview questions: Guidance for novice

researchers. Qualitative Report, 25(9), 3185-3203. https://doi.org/10.46743/2160-

3715/2020.4640

Rochma, S. N., Mahmudah, U., & Yahya, Y. K. (2021). Utilizing technology in Arabic teaching:

Implementation of media “Learning aljazeera.net” on listening skill teaching at

university of darussalam gontor.  Arabiyatuna : Jurnal Bahasa Arab (Online), 5(2), 197-

216. https://doi.org/10.29240/jba.v5i2.2730

Taha-Thomure, H. (2008). The status of Arabic language teaching today. Education, Business

and Society, 1(3), 186-192. https://doi.org/10.1108/17537980810909805