Teachers Views on the Challenges of Teaching Arabic Language Through Distance Learning in the Aftermath of the COVID 19
| Autor | Arwa Fahad Alfayez |
| Cargo | University of Hai'l, Ha'il, Saudi Arabia |
| Páginas | 315-326 |
Volume 11 - Issue 54
/ June 2022
315
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DOI: https://doi.org/10.34069/AI/2022.54.06.30
How to Cite:
Alfayez, A.F. (2022). Teachers Views on the Challenges of Teaching Arabic Language Through Distance Learning in the Aftermath
of the COVID 19. Amazonia Investiga, 11(54), 315-326. https://doi.org/10.34069/AI/2022.54.06.30
Teachers Views on the Challenges of Teaching Arabic Language
Through Distance Learning in the Aftermath of the COVID 19
Received: June 2, 2022 Accepted: July 12, 2022
Written by:
Arwa Fahad Alfayez119
https://orcid.org/0000-0003-1906-3952
Abstract
The purpose of the study was to indicate the challenges that Arabic language teachers face in using distance
learning through the COVID 19. The study applied a descriptive approach, through using a survey
instrument. The survey was applied to a stratified random sample, consisting of 348 participants including
182 male and 166 female teachers in the Hail región in Saudi Arabia. The results showed that there are
several challenges faced by teachers, most notably: poor internet connection, high financial cost of
providing devices for learners, poor attendance and difficulty in developing skills that need dir ect
interaction. In addition to the absence of statistically significant differences towards the study axes between
the average responses of the study sample, according to the number of training courses in the technical field
and years of experience. The study recommended spreading the culture of collective participation and active
dialogue, using motivating teaching strategies, and developing a clear vision for teaching the Arabic
language from a distance.
Keywords: Distance learning, Arabic language teachers, teachers’ views, challenges.
Introduction
Human societies have witnessed rapid changes in
all areas during the twenty-first century; as a
result of the advancement of information and
communication technology, which has become
unavoidable in all aspects, particularly those
related to human activity, education has moved
to the for efront, along with other fields that
require keeping up with modern technological
developments.
119
PhD in Learning, Teaching and c urriculum, University of Ha i’l, Department of Curriculum and Teaching Methods, College of
Education, University of Hai’l, Ha’il, Saudi Arabia.
The field of education is currently undergoing
sequential development; in order to keep pace
with the changes, new approaches that are in line
with the requirements of these changes must be
adopted. Methods of education, whether means
and procedures or strategies and teaching
methods (Abdel Moneim, 2015).
Digital learning is one of the types of education
that includes tools, methods and systems with a
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