Abstract

The goal of this study was to explore possible challenges and obstacles that teachers of Arabic as a foreign language faced when they transitioned to online remote teaching after the Coronavirus outbreak. The study looked into particular issues pertaining to technology use and language assessment issues. The paper further examined AFL teachers' beliefs and opinions of their own competence as teachers and the potential effects on students' language ability in distant classrooms. To this end, the study employed a mixed methodological approach for data collection that began with disseminating an online questionnaire and culminated with conducting a number of follow-up semi structured audio recorded zoom interviews with a selected group of the questionnaire participants. 28 AFL teachers from all over the world participated in the questionnaire, and 6 of them were included in the follow-up interviews. Findings of the study showed that among the many challenges facing AFL teachers in distant teaching, technology navigation, techno-stress and assessment challenges were the most prominent factors shaping their experience. Furthermore, findings revealed that most participants believed that the transition to online classrooms have had considerable ramifications on their teaching efficacy and evident repercussions on their learners’ language skills.

School

School of Humanities and Social Sciences

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Graduation Date

Summer 6-15-2022

Submission Date

6-9-2022

First Advisor

Dr. Dalal Aboelseoud

Committee Member 1

Dr. Shahira Yacout

Committee Member 2

Dr. Raghda El- Essawi

Extent

151 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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