Volume 11 - Issue 54
/ June 2022
315
https:// www.amazoniainvestiga.info ISSN 2322- 6307
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 direct
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 forefront, along with other fields that
require keeping up with modern technological
developments.
119
PhD in Learning, Teaching and curriculum, University of Hai’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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technological template, and the teaching process
takes place through one or more of these tools
between the parties to the educational process,
and the process of interaction takes place by
default. Remotely, and it can be in the same time
and directly, and then achieve direct and face-to-
face contact through programs and technological
systems, or the time may be different, and the
student will be able to receive the learning.
Connective Theory, proposed by George
Siemens, the teacher and the student, and the
associative and communicative model are the
foundations on which e-learning and distance
education are founded. They contribute to the
advancement of knowledge via their efforts
(Siemens, 2005). This demonstrates the
significance of communication,
interdependence, and interaction between the
instructor and the learner in this form of learning.
Education offers the chance for self-learning, and
according to Aamer (2010), this tendency will be
prevalent around the world as distant learning
takes over as the predominant form of
instruction. Because of the characteristics of
today's students, Yulia (2020) predicts that
distance education will be the dominant form of
instruction in the future. The current generation
stands out for its strong attachment to smart
devices, use of a variety of applications,
flexibility, and speed of electronic adaptation. It
also pays more attention to what is on the screen
than other generations do, has the ability to
quickly move through educational steps and
stages, and can spread vast amounts of
knowledge while interacting with electronic
applications.
The world has experienced unusual
circumstances as a result of the Corona pandemic
(Covid 19), and its detrimental effects, including
the quick shift from traditional education that
requires in-person attendance to digital education
at a distance, by investing in various means of
communication and various educational
programs and applications; technological means
that enable distance learning (Mishra, Sahoo, &
Pandey, 2021).
In this turbulent environment, the idea of distant
learning through online instruction has
developed as a guiding force (Wilder-Smith and
Freedman, 2020; Andriivna, Vasylivna,
Pavlivna, & Mykhaylivna, 2020). Using online
tools, the education system responds to an
impulsive move to distance learning (Mukherjee,
Belousova, & Maun, 2021; Jain, 2020; Toh and
Kirschner, 2020). Online management software
has suddenly increased in popularity since the
start of the COVID-19 epidemic, assisting
educators in managing and delivering courses
when schools are under lockdown (Naidu, 2022;
Beauford, 2020).
In view of the changes taking place in the world,
in light of the CIVID 19, which has affected
educational systems all over the world, the
majority of educational institutions have turned
towards e-learning and distance learning,
describing it as an alternative to ensuring the
continuity of the educational process in crises.
The Ministry of Education has implemented a
distance learning plan and established Madrasty
platform for it official teaching. However, given
the nature of the Arabic language and its various
skills, which need constructive stages and depend
on observation as well as explanation and
clarification, previous studies have found that the
preparation of its materials may need double
time. This is what emerged from the results of a
number of previous studies on the challenges of
teaching the Arabic language at a distance, as a
study (Al-Zaboon, 2020; Al-Basheer, Al-Saeed
& Al-Thufairi, 2019; Al-Hamidi, 2017), in
addition to the repeated complaint by some
Arabic language teachers of students in the
distance educational situation through virtual
parental councils, where the lack of interaction
and weaknesses, and the weakness of the needs
and assessments, called for the most prominent
need and assessment; The challenges faced by
teachers of the Arabic language, due to the total
application of distance education in the
educational process, in light of the Corona
pandemic.
Research questions:
1) What are the most significant challenges that
Arabic language teachers face while
implementing distance learning in light of
the Corona pandemic?
2) Are there statistically significant differences
at the significance level (0.05) in the average
estimates on the study tool related to the
challenges of teaching Arabic from a
distance due to the variable years of
experience?
3) Are there statistically significant differences
at the significance level (0.05) in the mean
of the estimates on the study tool related to
the challenges of teaching Arabic from a
distance due to the training courses in the
technical field?
Alfayez, A.F. / Volume 11 - Issue 54: 315-326 / June, 2022
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Literature Review
The Kingdom of Saudi Arabia is one of the
countries that initiated the digital transformation
program, as one of the basic programs to achieve
the Kingdom's Vision 2030, and given that
digital platforms are one of the tools of distance
education; As it constitutes an educational,
interactive, and social environment that provides
an opportunity for the exchange of opinions and
ideas between the teacher and his students, and
helps to share scientific content, the Ministry of
Education in Saudi Arabia has developed many
virtual educational platforms for all schools,
schools, and schools, and the national
educational platform, My school, which includes
all the digital services needed by the teacher,
student and parent in order to facilitate the
educational process (Ministry of Education,
2021).
Although many studies shed the light on the
positive results of e-learning (Al-Abul-Karim,
2019; Al-Sahili, 2020), several challenges were
identified. Saleem (2019) recognized
that security guarantees of technology as the
major impediments facing approaches to
implement e-learning and distant learning in the
teaching and learning processes. In addition to
educational challenges related to creating
educational curricula, individual differences
between students, a lack of culture, experience,
and skill, and the high cost of technology in the
current demand for some education, other factors
include content protection, device availability,
storage and frequency capacity, and degree of
tolerance and the absence of integrated
educational strategies that ensure progress in the
footsteps of e-learning. Concepts of the new
cognitive revolution.
In the same context, Al-Dahshan (2020) pointed
out the most prominent challenges in general, the
most prominent of which was the clear failure to
meet the requirements of the transition from
traditional education to distance learning, the
elitism of education, in addition to the rigidity of
education systems and their weak acceptance of
all new exams, with ease and ease of assessment.
Among the challenges for the parties to the
educational process, and the weak commitment
of the students, is the lack of awareness and the
integrated perception of distance learning, and
the parents' lack of follow-up of distance learning
programs.
This sudden transition and the digital
transformation of distance education without
qualification for students and teachers, has
resulted in many problems and difficulties, not
only at the general level, but also at the level of
some academic subjects. The use of digital
learning in teaching science and mathematics
from the point of view of teachers in Al-Jawf
region, and the results of the study showed that
the reality of digital learning came within the low
level from the teachers’ point of view, in addition
to the lack of readiness of the number for
students, the low level of infrastructure, and the
lack of capacity to achieve objectives.
Another prominent determination in the field of
education and learning of Arabic language
materials, which is the basis for the education of
other study materials, and given the nature of the
Arabic language and the multiplicity of its skills
as the reading of the reading and the
communication between the reader and the
reader, the acquisition that uses the extent and the
extent that the adulterers use, the In
conversations and discussions, expressing
opinions, listening skill, and writing skill,
including writing letters and words, then the
sentence ends with the ability to express all
thoughts and events that circulate in the mind;
What requires constructive stages to enable
students to acquire their skills, and to impart
them to them in a correct manner (Al-Dulaimi &
Al-Waeli, 2005).
With the many opportunities and benefits offered
by distance education in the field of Arabic
language teaching, some studies have revealed
challenges and obstacles in teaching them, as the
first aspect of the study revealed the superiority
of direct learning. For instance, Al-Zaboon
(2020) attributes the negative impact on students’
skill performance to the lack of readiness of the
educational environments in Jordan, as the
curricula were designed for direct learning, and
then the speed of the transition to distance
education affected the students’ achievement in
the Arabic language, and the researcher
recommended the need to adopt the blended
learning method through the integration of the
traditional and electronic method, the Arabic
language is taught, and the need to design
educational content, in line with the principle of
distance learning.
Furthermore, Al-Basheer, Al-Saeed, & Al-
Thufairi study (2019) aimed to identify the
difficulties in utilizing electronic Arabic
language curricula in public schools in Jahra
Governorate in Kuwait from the point of view of
Arabic language teachers and teachers. The
averages, followed by the obstacles related to the
teacher, and then the obstacles related to the
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students. The results also did not indicate a
statistically significant effect of the variables of
gender and educational stage, while the results of
the Mezher study (2015) showed that there are
obstacles to the use of e-learning in teaching
Arabic from the point of view of its teachers in
Jordan, represented by weak communication, and
the lack of teacher training The e-learning system
in schools, and it showed the presence of
statistically significant differences in teachers’
estimates related to e-learning obstacles that are
due to the variables: gender, academic
qualification, and years of experience.
Methodology
The descriptive survey approach, which is based
on a reality study, was utilized to accomplish the
research's goals. This method properly described
the phenomenon, expressed it quantitatively, and
demonstrated the extent to which it is connected
to other phenomena.
Participants
The survey was applied to a stratified random
sample, consisting of 348 teachers, including 182
male and 166 female teachers in the Hail region,
where the society was divided into strata
according to region and gender, and then a simple
random sample was selected from each group by
automatic random sampling of the study,
represented by the study’s formula to determine
the sample.
The link to the survey was sent by e-mail in the
middle of the second semester 2021-2022 for
male and female Arabic language teachers in the
intermediate and secondary levels through the
education departments in Hail region; To ensure
that the tool reached the sample, the responses
were received electronically and a spreadsheet
was issued in preparation for analysis.
The interview was also conducted by phone to
support the results of the questionnaire with (15)
individuals in general education with more than
(10) years of experience, including (7) teachers,
and (8) female teachers, and they were also
chosen by stratified random method, then a
simple random sample was chosen from a total of
randomly, and communicating with them was
conducted through the means of communication
included in the primary data of the study tool.
Measures
This part included the independent variables
related to the characteristics of the study sample,
represented by: the number of years of
experience, and the number of training courses in
the technical field as shown in Tables (1, 2).
Table (1)
Distribution of the study sample according to the number of years of experience.
Years of experience
Repetition
Percentage (%)
less than 5 years
26
7.4
10 years-5
117
33.6
more than10 years
205
58.9
Total
348
100
Table (2)
Distribution of the study sample according to the number of training courses in technical field.
Number of training courses
Repetition
Percentage
None
39
11.2
1
30
8.6
2
31
8.9
3
248
71.2
total
348
100
The survey
The survey was designed in its initial form, and
then the validity of its fields and the derivation of
its phrases was verified, by presenting it to (8)
educational specialists for the purpose of
modification in light of what they deem
appropriate, and the apparent validity of the
questionnaire.
The questionnaire consisted of two sections. The
first section contained primary data including:
gender, qualification, number of years of
experience, number of training courses in the
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technical field. The second section consisted of
29 phrases divided into the axes of the study, and
it adopted in its design the five-year Likert scale
for the responses of the sample of the study
community as in the table.
Table (3)
Correction method for a five-step Likert scale
Average
Degree
5 –4.21
Strongly agree
4.20 –3.41
Agree
3.40 –2.61
Neutral
2.60 –1.81
Disagree
1.80 –1
Strongly disagree
The validity and stability of the study tool were
checked by calculating the internal consistency.
After ensuring the apparent validity of the
questionnaire, as it was applied to a survey
sample. It consisted of (30) male and female
teachers from outside the study sample, in order
to ensure the sincerity of the internal consistency
of each of its phrases, with the axis to which it
belongs, by calculating the correlation
coefficients between the terms of each of the
syllables and the interpolation of the Pers. in the
table.
Table (4)
Correlation coefficients for each of the axis phrases to the total degree of the axis to which it belongs
M
Correlation factor
Management
Challenges
Technical
Challenges
ChallengesHuman
Methodological
Challenges
1
0.644* *
0.719* *
0.789* *
0.815* *
2
0.626* *
0.737* *
0.729* *
0.721* *
3
0.637* *
0.756* *
0.767* *
0.797* *
4
0.538* *
0.775* *
0.714* *
0.806* *
5
0.504* *
0.756* *
0.747* *
0.768* *
6
0.730* *
0.738* *
0.626* *
0.777* *
7
0.645* *
0.676* *
0.846* *
8
0.821* *
9
0.811* *
Resolution stability measurement
Cronbach's alpha stability coefficient was used to calculate the stability, as shown in the table.
Table (5)
The values of the stability coefficients for each of the resolution axes
Stability Coefficient
axis
Management challenges
0.731
Technical challenges
0.839
Human challenges
0.844
Methodological challenges
0.927
Full resolution
0.944
It is clear from Table No. (5) that the values of
the reliability coefficients are high, which indicates that the questionnaire enjoys a high
degree of stability.
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Ethical consideration
Prior to participating in the study, all participants
were informed of its goals, and I have received their
informed consent.
Results and Discussion
Results related to the answer to the first question:
What are the most significant challenges that
Arabic language teachers face while implementing
distance learning in light of the Corona pandemic?
Administrative challenges:
Table (6)
participants views on administrative challenges
M
Statement
Degree
average
4,20
standard
deviation
ranking
Strongly
agree
agree
neutral
disagree
Strongly
disagree
1
Weakness of the
school
administration's
interest in
obligating learning
via distance
learning platforms.
K
34
57
60
142
61
2.60
1.21
7
%
9.6
16.1
16.9
40.1
17.2
2
The school
administration's
lack of
communication
with parents.
K
34
69
50
148
53
2.66
1.22
6
%
9.6
19.5
14.1
41.8
15
3
Difficulty
monitoring
individual learners.
K
136
125
29
50
14
3.90
1.17
2
%
38.4
35.3
8.2
14.1
4
4
The high cost of
securing a device
for every learner.
K
206
104
21
19
4
4.38
0.902
1
%
58.2
29.4
5.9
5.4
1.1
5
Increasing the
academic burden
on teachers.
K
146
94
51
54
9
3.88
1.17
3
%
41.2
26.6
14.4
15.3
2.5
6
Weak supervision
on distance
learning platforms.
K
93
107
55
81
18
3.49
1.24
5
%
26.3
30.2
15.5
22.9
5.1
7
The lack of training
courses in the use
of distance learning
platforms
K
144
101
40
52
17
3.85
1.23
4
%
40.7
28.5
11.3
14.7
4.8
general arithmetic mean=3.54/4.20 general standard deviation=0.725
By looking at Table No. (6), it is clear that the
responses of the study sample members to the
axis of administrative challenges came to a large
degree, as the general arithmetic mean of this
axis was (4,204), and this axis falls into the fourth
graded average category (3.54). The quintile,
which is the category that refers to an option that
agrees with the statements of this axis.
Statement No. (4), the high material cost of
securing a device for each student, ranked first,
with an arithmetic mean (4.38) and a standard
deviation (0.902), and this average falls in the
fifth category of the five-graded scale, which is
the category that refers to an option that
completely agrees with the statements this axis.
The high degree of this statement is explained by
the suffering of many teachers of the Arabic
language from the frequent complaints of some
families, and the difficulty of providing a device
for each student in the event of multiple
individuals at the same stage, due to the high
material cost of computers and smart devices;
where modern learning requires high-level
devices to be compatible with modern
educational applications. Therefore, the opinions
of the sample members were high due to the daily
experience of the students’ suffering, and this is
consistent with the Al-Dahshan study (2020) in
the clear shortcomings of the lack of learning in
the lack of fulfillment of the requirements of the
students. Education, and Saleem’s (2019) study
on the high cost of equipment.
1) Technical challenges:
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Table (7)
Participants views on technical challenges
M
Statement
Degree
average
4,20
standard
deviation
ranking
Strongly
agree
agree
neutral
disagree
Strongly
disagree
1
Poor infrastructure
to connect to the
Internet.
K
202
102
23
24
3
4.34
0.931
1
%
57.1
28.8
6.5
6.8
0.8
2
Difficulty entering
distance learning
platforms
K
108
125
45
69
7
3.72
1.14
5
%
30.5
35.3
12.7
19.5
2
3
Weakness of
teachers'
possession of
coping skills
With components
of distance learning
platforms
K
71
131
55
82
15
3.45
1.17
6
%
20.1
37
15.5
23.2
4.2
4
Weakness of
students'
possession of
coping skills with
components of
distance learning
platforms
K
118
135
45
49
7
3.87
1.08
4
%
33.3
38.1
12.7
13.8
2
5
Unable to get
technical support
when experiencing
problems
K
118
139
45
46
6
3.89
1.06
3
%
33.3
39.3
12.7
13
1.7
6
Lots of technical
malfunctions.
K
149
139
41
22
3
4.15
0.916
2
%
42.1
39.3
11.6
6.2
0.8
general arithmetic mean=3.90/4.20 general standard deviation=0.786
It is clear from Table No. (7) that the general
arithmetic average (3.90 out of 4.20), and this
average fell in the fourth category of the five-
graded scale, and it is the category that indicates
an option that agrees with these axes statements.
The statement No. (1) weakness of the
infrastructure for Internet connection obtained an
arithmetic mean (4.34) and a standard deviation
(0.931), and this mean is located in the fifth
category of the five-graded scale, and this is the
category that indicates the correct choice of
statements. The large degree of weak
infrastructure in the technical challenges leads to
living this challenge on the ground, especially
when a large number of students enter at various
stages simultaneously, in addition to owning
networks and other programs, as well as
integration and integration. Effective and
enjoying its advantages, which constitutes a
technical challenge, and the lack of familiarity
with the applications and treatment of the
Internet also represents a great challenge for
students and teachers alike, as the lack of
experience constitutes a source of concern for
them, and this is consistent with the results of
studies, a number of (Al-Basheer, et al., 2019) on
the weakness of the infrastructure, the skills of
using digital technology, and Al-Dahshan (2020)
in the elitism of education.
1) Human challenges:
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Table (8)
Participants views on human challenges
M
Statement
Degree
average
4,20
standard
deviation
ranking
Strongly
agree
agree
neutral
disagree
Strongly
disagree
1
Teachers’ feeling
of the weak
effectiveness of
distance learning in
teaching courses
Arabic
K
135
125
27
58
9
3.90
1.15
5
%
38.1
35.3
7.6
16.4
2.5
2
Weak cooperation
between teachers in
the field of
technology and the
exchange of
experience in using
distance learning
platforms.
K
92
105
52
89
16
3.47
1.24
7
%
26
29.7
14.7
25.1
4.5
3
The difficulty of
the learners'
response to the
distance learning
style.
K
118
134
38
56
8
3.84
1.12
6
%
33.3
37.9
10.7
15.8
2.3
4
Parents' low
awareness of the
importance of
using distance
learning platforms
in the educational
process.
K
152
141
36
19
6
4.16
0.933
2
%
42.9
39.8
10.2
5.4
1.7
5
Weak commitment
to attendance and
attendance.daily
K
186
125
21
17
5
4.32
0.893
1
%
52.5
35.3
5.9
4.8
1.4
6
Individual learners
in learning via
distance learning
platforms
K
137
144
44
25
4
4.08
0.943
3
%
38.7
40.7
12.4
7.1
1.1
7
Weakness of
learners' self-
earning skill.l
K
138
133
30
47
6
3.98
1.07
4
general arithmetic mean=3.97/4.20 general standard deviation=0.761
It is clear from table (8) that the general
arithmetic mean (3.97 out of 4.20), and this
average fell in the fourth category of the five-
graded scale, and it is the category that indicates
an option that agrees with the statements of this
axis.
Statement No. (5) “Weak commitment to daily
attendance and perseverance obtained an
arithmetic mean (4.32), standard deviation
(0.893), and the high degree of control is
attributed to students, in addition to the weakness
of the academic discipline, and the weakness of
the family’s intention to deal with the weakness
of the results. The traditional, unmotivating
nature of teaching strategies, and the weak use of
stimulating, interesting means to maintain a
relationship with students at a distance.
This is consistent with what Al-Dahshan (2020)
indicated in terms of the difficulty of controlling
the online learning process, and the extent of the
commitment of their parents to follow them. This
result is also consistent with the results of
Kenawy’s study (2020) in the weakness of
students’ seriousness and lack of motivation in
academic achievement, so that the feasibility and
importance among all parties from institutions,
students and professors are lost.
Methodological challenges:
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Table (9)
Participants views on methodological challenges
M
Statement
Degree
average
4,20
standard
deviation
ranki
ng
Strongly
agree
agree
neutral
disagre
e
Strongly
disagree
1
It was not possible
to achieve the
educational
objectives through
the distance
education texts.
K
107
115
60
62
10
3.69
1.15
8
%
30.2
32.5
16.9
17.5
2.8
2
The poor
suitability of
topics for
presentation via
distance learning
platforms
K
93
111
67
74
9
3.57
1.15
9
%
26.3
31.4
18.9
20.9
2.5
3
The difficulty of
planning a
number of
language activities
related to written
and oral
competencies
across distance
learning
platforms.
K
135
137
36
41
5
4.01
1.03
2
%
38.1
38.7
10.2
11.6
1.4
4
Unable to carry
out language
activities and
tasksacross
distance learning
platforms.
K
110
127
48
57
12
3.75
1.15
6
%
31.1
35.9
13.6
16.1
3.4
5
Difficulty
developing
language skills
Such as listening
and writing via
distance learning
platforms.
K
145
127
34
43
5
4.02
1.05
1
%
41
35.9
9.6
12.1
1.4
6
The student’s
failure to evaluate
his performance
and linguistic
achievement on a
continuous basis
throughdistance
learning
platforms.
K
133
137
40
40
4
4
1.02
3
%
37.6
38.7
11.3
11.3
1.1
7
The difficulty of
providing
feedback on
language skills.
K
117
123
48
59
7
3.80
1.12
5
%
33.1
34.7
13.6
16.7
2
8
Difficulty
evaluating
language
activities.
k
110
121
44
72
7
3.72
1.16
7
%
31.1
34.2
12.4
20.3
2
9
Poor clarity of the
learners’
assessment
mechanism
K
137
130
34
45
8
3.96
1.09
4
%
38.7
36.7
9.6
12.7
2.3
general arithmetic mean=3.83/4.20 general standard deviation=0.882
It is clear from Table (9) that the general
arithmetic mean (3.83 out of 4.20), and this
average fell in the fourth category of the five-
graded scale, and it is the category that refers to
an option that agrees with the axis.
The phrase No. (5) (the difficulty of developing
language skills such as listening and writing
through distance learning platforms) obtained an
arithmetic mean (4.02) and a standard deviation
(1.05); In addition to the language skills that need
interaction and direct communication face to
face, such as writing skill, and Arabic
calligraphy; as a result of the physical separation
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from the student, it is difficult for the teacher to
evaluate his pen movement and drawing letters in
the right way, as well as the skill of listening, and
other skills that need to be practiced and
suspicious. This is consistent with Al-Zaboon
(2020) study.
Results related to the answer to the second
question: Are there statistically significant
differences at the significance level (0.05) in
the average estimates on the study tool related
to the challenges of teaching Arabic from a
distance due to the variable years of
experience?
To find out whether there are statistically
significant differences between the average
responses of the study sample, according to the
variable years of experience, the one-way
analysis of variance test was used to find out the
statistical differences for the axes of the sample,
and the differences in the results of the
differences in the number of administrative
experience variables; The F-factor amounted to
(1.84) at a degree of freedom (353) and a
significance level of (0.159), which is greater
than (0.05), and there were no statistically
significant differences in the responses of the
sample members in the technical challenges axis
depending on the variable number of years of
experience, which amounted to the F-factor.
(0.008) at a degree of freedom (353), and a
significance level (0.992), which is greater than
(0.05), as well as in the responses of the sample
members to the human challenges axis,
according to variable number of years of
experience; The F coefficient was (0.986) at a
degree of freedom of (353), and a significance
level of (0.374), which is greater than (0.05).
Also, there were no statistically significant
differences in the responses of the sample
members to the methodological challenges axis,
according to the variable number of years of
experience. The F coefficient reached (1.07) at
the degree of freedom (353) and the significance
level (0.343), which is greater than (0.05).
This result can be attributed to the sudden
transition to distance education without being
prepared for it and the consequent difficulties and
obstacles that were on the same level among
Arabic language teachers, whose experience
decreased or increased, and this result differs
with the result of the study of Mezher (2015)
Statistical significance in teachers' estimations
related to the obstacles to using e-learning in
teaching Arabic due to the variable years of
experience.
For results related to the answer to the third
question: Are there statistically significant
differences at the significance level (0.05) in
the average estimates on the study tool,
related to the challenges of teaching Arabic
from a distance due to the training courses in
the technical field?
To find out whether there are statistically
significant differences between the average
responses of the study sample, according to the
variable years of the training courses in the
technical field, the one-way analysis of variance
test was used to find out the statistical differences
of the axes, and the results of the study’s
significant differences in the results of the study
showed no sign of regret. according to the
variable of training courses in the technical field;
As the F coefficient reached (2.45), At the degree
of freedom (353), and the level of significance
(0.063), which is greater than (0.05). There were
also no statistically significant differences in the
responses of the study sample to the technical
challenges axis, according to the training courses
variable in the technical field. The F coefficient
reached (0.494) at the degree of freedom (353)
and the significance level (0.687), which is
greater than (0.05), as well as in the responses of
the study sample, in the axis of human
challenges, according to the variable of training
courses in the technical field, as the F-factor
amounted to (1.93), at a degree of freedom (353),
and the significance level (0.124, 0.05), and
(0.05). Also, there were no statistically
significant differences in the responses of the
study sample, in the axis of methodological
challenges, according to the variable of training
courses in the technical field, as the F coefficient
reached (0.813), at a degree of freedom (353),
and a significance level (0.487), which is the
largest out of (0.05).
This result indicates that the challenges of
distance learning Arabic for its teachers do not
differ according to the number of training courses
they received in the technical field. In the
technical field, obtained by some, lacks practice,
and may not meet the need for skills in dealing
with digital platforms, and this is consistent with
what the Al-Dahshan (2020) study indicated that
it is not only related to learning how to use digital
tools, each tool is for the right purpose at the right
time, with renewed focus on the quality of
technology to be acquired, learned and trained,
and the optimal method for operating and
benefiting from it.
Volume 11 - Issue 54
/ June 2022
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https:// www.amazoniainvestiga.info ISSN 2322 - 6307
Conclusion
The study's goal was to highlight the difficulties
that Arabic language instructors have when
utilizing distant education via COVID 19.
Through the use of a survey instrument, the study
used a descriptive methodology. A stratified
random sample of 348 people, comprising 182
male and 166 female instructors from the Hail
region of Saudi Arabia, participated in the
survey. The findings indicated that teachers
confront a number of difficulties, chief among
them being a bad internet connection, the
expensive expense of supplying gadgets for
students, poor attendance, and the difficulty of
fostering abilities that need direct engagement. In
addition, there were no statistically significant
variations in the study axis between the study
sample's average responses based on the number
of technical training courses taken and years of
experience. The research advocated adopting
engaging teaching techniques, fostering a culture
of group engagement and active conversation,
and creating a clear strategy for online Arabic
language instruction.
Implications
In light of the previous results, the current study
recommends setting a vision for teaching the four
Arabic language skills from a distance, and
benefiting from the supportive programs that
facilitate the learning process, especially in the
application of language activities, and using the
nature of the learning skills motivating and
motivating the learning strategies. The Arabic
language is interconnected, and increases
students’ interaction and practices, as well as
benefiting from the applications of artificial
intelligence in controlling the distance learning
process, which can distinguish between natural
and suspicious movements, especially in
assignments and assessments, and providing
alternatives to the Internet by finding more than
one service provider.
It also recommends the necessity of holding
intensive courses for Arabic language teachers
on distance learning strategies and skills for
dealing with digital platforms. To sustain their
qualification and provide them with the
necessary electronic competencies; What
changes their convictions and attitudes towards
distance education and increases their belief in its
feasibility and ability to produce hoped-for
outputs.
The current study also suggests carrying out the
following studies:
− A proposed concept for teaching Arabic
language skills from a distance.
− Conducting studies on distance learning of
the Arabic language; To measure the impact
on achievement and educational loss.
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