Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum

During this era of ever-emerging technological advances, it is necessary to expose students to the use of the computer in the classroom in order to ensure that they may benefit from interacting with the most up-to-date teaching aids (Ahmed, 2002,p.3). Of the several factors that encourage the use of...

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Bibliographic Details
Main Author:	Ahmed, Ibrahim
Format:	Conference or Workshop Item
Language:	English
Published:	2002
Subjects:	PJ Semitic
Online Access:	http://irep.iium.edu.my/7297/ http://irep.iium.edu.my/7297/1/What_Factors_Affect_the_Integration_of_Arabic_CALL_into_a_Syllabus.pdf

id	iium-7297
recordtype	eprints
spelling	iium-72972012-01-16T01:50:27Z http://irep.iium.edu.my/7297/ Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum Ahmed, Ibrahim PJ Semitic During this era of ever-emerging technological advances, it is necessary to expose students to the use of the computer in the classroom in order to ensure that they may benefit from interacting with the most up-to-date teaching aids (Ahmed, 2002,p.3). Of the several factors that encourage the use of CALL in the classroom, students’ positive attitudes and responses to the novelty and fun of the new software programmes is a major one; that student independence is encouraged is another. Equally, however, there are factors working against the use of CALL. These include budget restrictions, the attitude of university authorities towards supporting teachers who wish to use such technology (especially as it relates to the provision of re-training opportunities), and personal factors such as a teacher’s fear when faced with something new and unknown. What are the various steps needed and the challenges faced when a teacher integrates CALL technology into the classroom? To answer this question, many factors need to be considered. These include the students’ needs, the facilities available and the institutional authority’s attitude towards the incorporation of computers and language programme into the teaching environment. Having reached the stage of actually using CALL in the classroom, the teacher is faced with another set of challenges arising from the available programme. The following is a description of the challenges which faced this researcher in his working context as an Arabic language teacher in the Faculty of Medicine, IIUM. 2002 Conference or Workshop Item PeerReviewed application/pdf en http://irep.iium.edu.my/7297/1/What_Factors_Affect_the_Integration_of_Arabic_CALL_into_a_Syllabus.pdf Ahmed, Ibrahim (2002) Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum. In: KAMALL 2002, Oct 2002, Seoul, Korea.
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	PJ Semitic
spellingShingle	PJ Semitic Ahmed, Ibrahim Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
description	During this era of ever-emerging technological advances, it is necessary to expose students to the use of the computer in the classroom in order to ensure that they may benefit from interacting with the most up-to-date teaching aids (Ahmed, 2002,p.3). Of the several factors that encourage the use of CALL in the classroom, students’ positive attitudes and responses to the novelty and fun of the new software programmes is a major one; that student independence is encouraged is another. Equally, however, there are factors working against the use of CALL. These include budget restrictions, the attitude of university authorities towards supporting teachers who wish to use such technology (especially as it relates to the provision of re-training opportunities), and personal factors such as a teacher’s fear when faced with something new and unknown. What are the various steps needed and the challenges faced when a teacher integrates CALL technology into the classroom? To answer this question, many factors need to be considered. These include the students’ needs, the facilities available and the institutional authority’s attitude towards the incorporation of computers and language programme into the teaching environment. Having reached the stage of actually using CALL in the classroom, the teacher is faced with another set of challenges arising from the available programme. The following is a description of the challenges which faced this researcher in his working context as an Arabic language teacher in the Faculty of Medicine, IIUM.
format	Conference or Workshop Item
author	Ahmed, Ibrahim
author_facet	Ahmed, Ibrahim
author_sort	Ahmed, Ibrahim
title	Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
title_short	Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
title_full	Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
title_fullStr	Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
title_full_unstemmed	Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum
title_sort	factor affecting the integration of arabic call into the iium arabic language curriculum
publishDate	2002
url	http://irep.iium.edu.my/7297/ http://irep.iium.edu.my/7297/1/What_Factors_Affect_the_Integration_of_Arabic_CALL_into_a_Syllabus.pdf
first_indexed	2023-09-18T20:16:37Z
last_indexed	2023-09-18T20:16:37Z
_version_	1777407830544875520

Factor affecting the integration of Arabic CALL into the IIUM Arabic language curriculum

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