The Effect of Blended Approach on Arabic Language Learning

This study explores how blended learning affects Arabic language learners at the college of Islamic and Arabic studies, MSU-TCTO. It seeks to answer these questions: what is the student’s demographic profile such as year lever, age, gender, and civil status? What challenge do they face in using blended learning? How do these challenges affect their engagement and progress? What benefits does technology bring to their Arabic learning? Using a descriptive survey method, data was gathered from mostly second-year, young, single female students. Challenges like poor internet, technical problems, information overload, and motivation issues were common. Despite these, students actively used digital tools and found technology helpful for studying. Findings showed that blended learning improved access to materials, increase confidence, allowed learning at their own pace, and enhanced interaction with their and peers. Overall, blended learning a positive impact on their Arabic studies. The study recommends improving internet access, providing technical support, training teachers, developing more digital content, and encouraging Arabic-speaking activities to strengthen blended learning for students.

Blended Learning, Arabic Language Acquisition, Student Challenges, Educational Technology

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