Challenges Faced by Non-Native Arabic Learners During the COVID-19 Pandemic and Their Relationship With Digital Technology Skills and Oral Expression Skills
DOI:
https://doi.org/10.17507/tpls.1504.14Keywords:
learning challenges, non-native Arabic learners, digital technology skills, oral expression skillsAbstract
This study investigates the challenges experienced by non-native Arabic learners during the COVID-19 pandemic and explores the relationship between these challenges and learners’ digital technology proficiency and oral expression skills. Employing a descriptive research approach, the study utilized a set of tools, including questionnaires administered to both faculty members and students, as well as observation and test cards. The findings revealed that both faculty members and students perceived significant challenges faced by non-native Arabic learners during the pandemic, with an overall evaluation of "average" difficulty. Additionally, the results indicated no statistically significant differences at the 0.05 significance level in students' perceptions of these challenges based on variables such as academic level, nationality, or GPA. Regarding digital technology skills, no statistically significant correlation was found between the challenges faced by learners and their self-reported digital skills. However, a statistically significant correlation was observed between the challenges and learners' performance in digital technology tests. Furthermore, the study found a statistically significant positive correlation at the 0.05 level between the challenges encountered by learners and their oral expression skills. These findings underscore the multifaceted challenges non-native Arabic learners faced during the pandemic and highlight the critical intersections between technological proficiency and language expression abilities.
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