Dr. Tawffeek Abdou Saeed Mohammed Al-kanani
International Peace College South Africa, South Africa
The study investigates the use of a blended learning approach for teaching Arabic as a foreign language at a South African Islamic college in the light of the South African National Framework Qualifications’ level descriptors and their critical cross-field outcomes. In particular, the approach has been used for teaching a Hadeeth Module in an undergraduate BA programme during the second semester of the academic year 2018-2019 at the International Peace College South Africa (IPSA). The college adopts a content and language integrated approach for teaching Arabic. The study concluded that the use of a technology-enhanced blended approach which is based on Learning Tools Interoperability (LTI) (e.g. web 2.0 and gamification tools) plays a vital role in motivating the learners and in the achievement of critical cross-field outcomes of each NQF level including, subject knowledge, critical thinking and problem solving, communication, teamwork and self-management among others. The study is part of an action research project that also includes the design of a syllabus for teaching Arabic for Islamic purposes in the South African context and the attitudes of learners towards it.
The above abstract is a part of the article which was accepted at The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2020, Ahwaz.
