Instructional Design for Speaking Arabic
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Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language towards 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 tea...
Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language towards 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 instructional design process. This research will help future researchers and practitioners to develop new strategies for integrating purposeful and meaningful learning activities in the asynchronous online Arabic classroom.
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