Relationship between flipped classroom strategy and level of understanding in learning Arabic literature among non-Arabic speaking students

Learning Arabic literature develops a sense of the beauty of the Arabic language, and this requires attention at the levels of understanding and comprehension. Despite the beauty of literature, students find it difficult to learn it because of the difficulty of understanding literary texts. From this point of view, this study focuses on the need to change the method of learning literature with regard to the level of understanding of non-Arabic speaking students in order to emphasise the level of knowledge of the literary text. The current study focuses on using the Flipped Classroom strategy among students to improve the level of traditional learning and develop the level of comprehension skills in learning literature. The current study aims to analyse the effectiveness of the Flipped Classroom strategy in learning literature for non-Arabic speaking students, to investigate their level of understanding of literature and reveal the relationship between the two variables. The study uses a quantitative method based on a survey and a correlational study. The instruments of the study consist of the collection of data presented in a questionnaire using the constructivist theory of the inverted classroom and a test to assess the level of understanding. The sample, which comprised (86) male and female students, was selected from the Department of Arabic Language: University of Putra Malaysia (UPM), National University of Malaysia (UKM) and International Islamic University Malaysia (UIAM). The researcher then reformulated the targeted educational content using the experimental treatment according to the Flipped Classroom strategy and created the materials needed for the study. The results of the current study for the first objective show the effectiveness of the Flipped Classroom strategy in learning literature through the students' positive responses and their satisfaction with the application of the strategy. The results of the second objective of the analysis of understanding level show that they were at an (excellent) level with an arithmetic mean of (81.37), while the relationship between student learning through the inverted classroom strategy and understanding level is weak with a value of (-0.23) at the alpha function level (a = 0.05). The results of the study show that learning Arabic literature with this strategy can improve non-native students' understanding of literature. However, the result of low correlation between understanding and the use of this strategy calls on teachers to pay more attention to the process of implementing this strategy in literature learning, which includes many aspects such as the steps to implement the strategy, the selection of literary texts, the use of auxiliary materials and others .

Text 124148.pdf Download (1MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18764

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