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Instructional Design for Speaking: A...

Hess, Donna.

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Instructional Design for Speaking: A Qualitative Study of a Fully Online, Asynchronous Arabic Language Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional Design for Speaking: A Qualitative Study of a Fully Online, Asynchronous Arabic Language Classroom./
Author:	Hess, Donna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30570191
ISBN:	9798379959319

Instructional Design for Speaking: A Qualitative Study of a Fully Online, Asynchronous Arabic Language Classroom.
Hess, Donna.

Instructional Design for Speaking: A Qualitative Study of a Fully Online, Asynchronous Arabic Language Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 155 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2023.

This item must not be sold to any third party vendors.

The recent world pandemic has highlighted the need for effective procedures to teach language in Computer Assisted Language Learning (CALL) environments. Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language toward greater communicative competence. Current CALL research is monopolized by languages that have transitioned well into online contexts, such as European, North, and South American languages that share Romanized characters. Arabic language research, focusing on technology integration and instructional design (ID) strategies for implementing speaking, in a fully online, asynchronous classroom, is almost non-existent.In this research, I explored how the integration of teaching and learning activities for speaking, within the strategies of the Recursive, Reflective, Design, Development (R2D2) ID model, affected students' speaking practices, their learning experiences, and perceptions of speaking experiences. This study utilized a more practical teaching and learning activity design, emphasizing individual experiences within the ID process. Using the American Council on the Teaching of Foreign Languages (ACTFL)'s performance descriptor - Interpretive mode of communication as a guide, speaking activities were introduced in iterations, to teach introduction of self. Students and outside subject matter experts (SMEs) provided feedback on the speaking activities, tools used to introduce the activities, and perceptions of their communicative competence. Analysis yielded student successes in achieving speaking outcomes, increased autonomy in speaking performance, a rise in student motivation, and an increase in overall communication among students and the instructor in the classroom. This research will help future researchers and practitioners to develop new strategies for integrating purposeful and{A0}meaningful learning activities in the asynchronous online Arabic classroom that can contribute to future Arabic education practices and research.

ISBN: 9798379959319Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Arabic classroom

Instructional Design for Speaking: A Qualitative Study of a Fully Online, Asynchronous Arabic Language Classroom.
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506 $a This item must not be sold to any third party vendors.
520 $a The recent world pandemic has highlighted the need for effective procedures to teach language in Computer Assisted Language Learning (CALL) environments. Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language toward greater communicative competence. Current CALL research is monopolized by languages that have transitioned well into online contexts, such as European, North, and South American languages that share Romanized characters. Arabic language research, focusing on technology integration and instructional design (ID) strategies for implementing speaking, in a fully online, asynchronous classroom, is almost non-existent.In this research, I explored how the integration of teaching and learning activities for speaking, within the strategies of the Recursive, Reflective, Design, Development (R2D2) ID model, affected students' speaking practices, their learning experiences, and perceptions of speaking experiences. This study utilized a more practical teaching and learning activity design, emphasizing individual experiences within the ID process. Using the American Council on the Teaching of Foreign Languages (ACTFL)'s performance descriptor - Interpretive mode of communication as a guide, speaking activities were introduced in iterations, to teach introduction of self. Students and outside subject matter experts (SMEs) provided feedback on the speaking activities, tools used to introduce the activities, and perceptions of their communicative competence. Analysis yielded student successes in achieving speaking outcomes, increased autonomy in speaking performance, a rise in student motivation, and an increase in overall communication among students and the instructor in the classroom. This research will help future researchers and practitioners to develop new strategies for integrating purposeful and{A0}meaningful learning activities in the asynchronous online Arabic classroom that can contribute to future Arabic education practices and research.
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