My chosen arena for research is the classroom where students who are non-native speakers of the Arabic language apply themselves to learning Arabic as a second language, under my tutelage. The purpose of the action research is three-fold. One purpose is to be able to understand…
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How does learning Arabic impact their education and life outcomes? The third purpose of the action research has to do with the ways that I can personally improve the process of teaching Arabic as a second language to students who are not native speakers of Arabic.
The key data observation method is observation from the field, with my classroom as the field of observation, and my students and myself as the subjects of the study, relative to the learning and teaching of Arabic as a second language to non-native speakers.
From the observations with another teacher of the Arabic language, Qassem, I am able to find out that there are several shortcomings at present with regard to the way we teach Arabic as a second language. These shortcomings are not failures in themselves, but are areas for improvement, derived from daily experience. These observations have led me to craft a new teaching method that I will call “correct me”. The details of that new and evolving teaching technique follow in the next section. The new technique hopefully is able to cover Arabic language learning in its various aspects: reading, speaking, writing and listening.
The “Correct Me” teaching method is straightforward, but involves a keen interest in student learning, and an alert presence. At the heart of it is an intent listening and a willingness to give oneself to the students so that they may learn. This technique has two aspects. One aspect involves me making real-time corrections to student mistakes in speaking and writing Arabic. The technique involves an alert presence so that the teacher is able to spot mistakes. The second aspect involves students forming groups, and being present to one another as they converse and write in Arabic, correcting their peers as they make mistakes. For feedback, my intention is to survey students at the end of a class to find out how they find this new teaching technique: if they like it, if they are benefitting from it, and what
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