Document Type : Research Paper
Authors
1 Associate Professor of Arabic Language and Literature, Mohaghegh Ardabili University
2 Department of Educational Sciences, Farhangian University، Tehran, Iran.
3 Bachelor's student, Department of Elementary Education, Farhangian University, Tehran, Iran
4 Bachelor's student, Department of Elementary Education, Farhangian University, Tehran, Iran.
Abstract
The aim of this research was to investigate the challenges facing Arabic language education among students in the Corona era and to provide solutions to the upcoming issues, with the help of the lived experience of Arabic language teachers and experts. In this research, a qualitative and phenomenological method was used. The interviewees included all teachers and specialists in Ardabil city in the academic year of 2023. To select the participants, targeted and saturation sampling was used and 20 teachers and 18 specialists were selected. Data were collected using semi-structured interviews. The findings showed that students in the virtual education of Arabic lessons face challenges such as lack of motivation, lack of familiarity with virtual education, low financial ability of parents to provide smart education facilities, lack of suitable technology platform in teaching, problem in the antenna. Incorrect assessment and evaluation of students are faced due to the high possibility of cheating, etc, and in general, the virtual class is boring for students and reduces students' motivation and reduces students' adherence to classroom rules and discipline. In the interview with experts in the field of virtual education, they also pointed out the existence of challenges such as technical problems, structural problems, educational problems (content), problems of activism and interaction (mutual) and social problems (government) and to overcome On the challenges, suggestions for students, for teachers, for parents, for the officials of the educational field and suggestions for the government were presented.Also, the lack of necessary infrastructure for virtual education, including the unfavorable speed of the Internet and the lack of access of students in deprived and underprivileged areas to communication devices and the Internet, can severely affect the performance of virtual education. According to (Yang, 2020), students could not establish good communication and interaction with online education, and despite the fact that they can easily participate in online classes, they have a greater desire to participate in face-to-face classes and Also, due to the impossibility of face-to-face interactions, many students feel lonely and isolated and sometimes face severe anxiety and depression. In other words, the lack of face-to-face interactions can lead to psychological problems among students.
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