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Engaging Secondary School Students in Learning Arabic Language through Flipped Classroom Using Creative MOOC Design

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dc.contributor.authorAbdel Rahman Ibrahim Suleiman Isliehen_US
dc.contributor.authorMohd Rushdan Mohd Jailanien_US
dc.contributor.authorZulkarnin Zakariaen_US
dc.contributor.authorNurkhamimi Zainuddinen_US
dc.contributor.authorNor Adlyizan Theisen_US
dc.contributor.authorWan Ahmad Zakry Wan Kamaruddinen_US
dc.contributor.authorMohd Zamrus Mohd Alien_US
dc.date.accessioned2024-05-28T05:50:55Z
dc.date.available2024-05-28T05:50:55Z
dc.date.issued2022
dc.date.submitted2022-4-28
dc.descriptionJournal of Language and Linguistic Studies, 17(4) (2021) 2346–2355en_US
dc.description.abstractFor many years, educational researchers have been challenged to prove and justify the effective use of computers in teaching and learning in the classroom. In reviewing the antecedents of computer use in education, many studies have adopted a relatively restricted perspective and confined their research to only technology-based variables, namely students’ attitudes towards computers and their experience in using the computer. In contrast, this study includes an investigation of teachers’ educational perceptions (constructivist beliefs, traditional beliefs) as an antecedent of computer use, while regulating the influence of technology-related variables (computer experience, general computer attitudes) and demographic variables (gender, age). For identifying the distinction in the determinants of computer use in the classroom, multilevel modelling was used (N = 525). For assess primary school teachers’ use of computers in supporting the pedagogical process, an adapted version of the “Class Use of Computers” scale of van Braak et al. (2004) was used. It basically explained the various forms of computer use among primary school teachers, supporting the hypothesis that “teachers’ beliefs are significant determinants in explaining why teachers adopt computers in the classroom.” Concerning the effect of computer experience, general computer attitudes and gender, the findings indicate a positive impact of constructivist beliefs on the classroom use of computers. The use of computers in the classroom is negatively affected by Traditional views.en_US
dc.identifier.citationIslieh, A.R.I.S., Jailani, M.R.M., Zakaria, Z., Zainuddin, N.B., Theis, N.A., Kamaruddin, W.A.Z.W., & Mohd Ali, M.Z. (2021). Engaging secondary school students in learning Arabic Language through flipped classroom using creative MOOC design. Journal of Language and Linguistic Studies, 17(4), 2346-2355.en_US
dc.identifier.epage1246
dc.identifier.issn1305-578X
dc.identifier.issue2 SE
dc.identifier.other1825-21
dc.identifier.spage1238
dc.identifier.urihttps://www.jlls.org/index.php/jlls/article/view/4011/1165
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/6664
dc.identifier.volume18
dc.language.isoenen_US
dc.publisherJLLSen_US
dc.relation.ispartofJournal of Language and Linguistic Studiesen_US
dc.subjectLearning Arabic Language; Flipped Classroom; MOOCen_US
dc.titleEngaging Secondary School Students in Learning Arabic Language through Flipped Classroom Using Creative MOOC Designen_US
dc.typeArticleen_US
dspace.entity.typePublication

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