Arabic Language Acquisition through Podcast Integration: A Blended Media Approach / اكتساب اللغة العربية من خلال دمج البودكاست: نهج وسائط متعددة مدمجة
Keywords:
Arabic language acquisition, podcasts, blended learning, digital media, language instructionAbstract
This study explores the integration of podcasts as a digital medium in enhancing Arabic language acquisition among non-native speakers through a blended learning model. By employing a qualitative case study design, the research investigates the experiences of students and teachers in three educational institutions that implemented podcast-based instruction. Findings reveal that podcasts significantly improve students' listening comprehension, vocabulary retention, and oral fluency by providing authentic language exposure and interactive listening experiences. Teachers utilized podcasts flexibly to introduce new topics, reinforce lessons, and promote learner autonomy. Furthermore, the integration of local content into podcast materials contributed to cultural relevance and increased student engagement. Despite challenges such as technological access and the need for teacher training, the overall implementation demonstrated positive pedagogical impacts. The study concludes that podcast integration is a viable and effective tool for Arabic language education in digital learning environments.
References
Al-Bataineh, A., & Gallagher, R. (2018). Teaching Arabic as a foreign language: Learner-centered Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.).
Brown, S. (2019). Enhancing second language listening through podcasting. Language Learning & Technology, 23(1), 45–58.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91(Focus Issue), 800–819. https://doi.org/10.1111/j.1540-4781.2007.00670.x
Fitrianto, I. (2019). ماليزيا بجامعة دار السلام كونتور العام: KUISتنفيذ الدورة المكثفة في اللغة العربية لطلاب الكلية الجامعية الإسلامية العالمية بسلانجور 2018 (Doctoral dissertation, University of Darussalam Gontor).
Fitrianto, I. (2024). Critical Reasoning Skills: Designing an Education Curriculum Relevant to Social and Economic Needs. International Journal of Post Axial: Futuristic Teaching and Learning, 245-258.
Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134-150.
Fitrianto, I. (2024). Strategi Guru Pai Dalam Mengatasi Kesulitan Belajar Pada Mata Pelajaran Hadis Kelas 8 MTS Ibadurrahman Subaim. IJER: Indonesian Journal of Educational Research, 356-363.
Fitrianto, I., & Abdillah, F. M. (2018). MODEL PEMBELAJARAN PROGAM PEMANTAPAN BAHASA ARAB DAN SHAHSIAH (KEMBARA) KE 4 MAHASISWA KOLEJ UNIVERSITI ISLAM ANTAR BANGSA SELANGOR (KUIS) TAHUN 2018. University of Darussalam Gontor 15-16 September 2018, 121.
Fitrianto, I., & Hamid, R. (2024). Morphosemantic Changes in the Arabic Language in the Social Media Era: A Study of Neologisms and Their Impact on Youth Communication/التغيرات المورفوسيمانتية في اللغة العربية في عصر وسائل التواصل الاجتماعي: دراسة حول النيو لوغيزم وتأثيرها على تواصل الشباب. IJAS: International Journal of Arabic Studies, 1(1 September), 25-39.
Fitrianto, I., & Saif, A. (2024). The role of virtual reality in enhancing Experiential Learning: a comparative study of traditional and immersive learning environments. International Journal of Post Axial: Futuristic Teaching and Learning, 97-110.
Fitrianto, I., Hamid, R., & Mulalic, A. (2023). The effectiveness of the learning strategy" think, talk, write" and snowball for improving learning achievement in lessons insya'at Islamic Boarding School Arisalah. International Journal of Post Axial: Futuristic Teaching and Learning, 13-22.
Fitrianto, I., Setyawan, C. E., & Saleh, M. (2024). Utilizing Artificial Intelligence for Personalized Arabic Language Learning Plans. International Journal of Post Axial: Futuristic Teaching and Learning, 30-40.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
Godwin-Jones, R. (2005). Emerging technologies: Messaging, gaming, peer-to-peer sharing: Language learning strategies & tools for the millennial generation. Language Learning & Technology, 9(1), 17–22. http://llt.msu.edu/vol9num1/emerging/
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333–357. https://doi.org/10.1007/s11423-008-9108-3
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the Craft of Qualitative Research Interviewing. SAGE.
Layalin, N. A. (2021). Pengaruh efikasi diri terhadap intensi berwirausaha pada mahasiswa Fakultas psikologi Universitas Islam Negeri Maulana Malik Ibrahim Malang yang berwirausaha (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).
Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik Language Learning Resources Ltd.
Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). SAGE.
McBride, K. (2016). Using podcasts for language learning: Perceptions of Spanish learners. Foreign Language Annals, 49(2), 234–250.
McKinney, D., Dyck, J. L., & Luber, E. S. (2009). iTunes University and the classroom: Can podcasts replace professors? Computers & Education, 52(3), 617–623. https://doi.org/10.1016/j.compedu.2008.11.004
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE.
Rosell-Aguilar, F. (2015). Podcasting as a language teaching and learning tool. In M. Warschauer & D. Healey (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 360–376). Wiley-Blackwell.
Schreier, M. (2012). Qualitative content analysis in practice. SAGE.
Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury Publishing.
Stake, R. E. (1995). The art of case study research. SAGE.
Stockwell, G. (2012). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110. https://www.lltjournal.org/item/2554
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
