Picture Media to Improve Speaking Skills of Beginner Students- Arabic Language         

Picture Media to Improve Speaking Skills of Beginner Students- Arabic Language

Speaking Skills

Speaking skills is one of significant expertise other than four other ability; presenting these skills are vital for young children to improve their insight and informative aptitude toward learning. As per (Almekhlafy et al.) speaking is the way toward building and sharing, which helps to make meaningful connections and able to comprehend things through communicative and non-communicative forms (Haron 80-85). Individuals can characterize speaking as the best approach to bring out our inclination through words, discussions with others.

Picture Media

In educating young minds, there are a few segments to make guidance productive and creates a conducive environment. These segments include instructors, pupils, material, media, and so forth (Masaeed and Khaled 716-728). Media is whatever can utilize to pass on a message or thought to animate the students in the learning process visually; this learning process ought to be unmistakable, intriguing, necessary, valuable, exact, real, and organized (Hassan and Elhami 3-23.). Picture media characterize as an imaginative way that can utilize as a boost for an inventive action in a genuine item which is extremely useful for showing a reaction, particularly in a discussion class.

Improve Arabic Speaking Skills through Picture Media

The Arabic language widely used in gulf countries; however, Arabic speakers are found all around the world (Musawi 5-18). Arabic teaching is often challenging due to its complexity, especially at the beginners’ level (Makhoul 469-480). Research shows that new learners find this language hard to comprehend. Therefore it results in the absence of enthusiasm and learning readiness; this approach hampers their progress. Also, conventional teaching creates a less conducive environment, which results in only a couple of students show interest in the learning process (Nofaie et al.). There are multiple reasons which are responsible for Arabic teaching and learning, which include the problematic approach to adopt Arabic as a second language, lack of confidence and less knowledge about the significance of the word (469-480). The most important reason for this issue is outdated pedagogies as most of the teaching is based on lectures; this teacher-centred approach does not allow students to showcase their skills and abilities. Hence, students started thinking to quit as it seems a huge and unbearable load with the perception of no use in their academic and professional avenues (Omari 621-628). Numerous researches have done to address this beginner students’ learning issues in Arabic classrooms; such problems are lack of motivation and interest in this regard (Salameh et al. 212-219).

Studies show that picture media is the most compelling pedagogy for the acquisition of second or third language, according to (Ismail and Suardi 147-168) pictorial depiction of language stimulates students’ cognition which creates a comprehending environment. This sort of situation gives confidence to the student to speak and project his or her skills more explicitly. Therefore, the conceptual understanding of students’ makes them more alert and efficient to acquire the rigid concepts of the Arabic language. It scientifically confirmed that people often remember pictures in caparison with texts, (621-628) concur the statement that the use of multimedia in the form of pictorial stories of alphabets and phonics indicates a higher level of students’ interest and motivation toward learning. New students are frequently confused between the left and right side issue in Arabic reading, which impedes their speaking and reading skills. Picture media is helpful to resolve this issue as several students have recognized letters, sounds and memorize alignment techniques in a better way.

The above literature shows the significance of picture media in the teaching and learning process of the Arabic language. Pictures make rapid changes in students’ thought process, which leads toward a successful learning journey. This method excites students to think about the multiple complex nuances of a difficult language in a desirable way (32).

Works Cited

Al Musawi, Ali, et al. “Perceptions of Arabic language teachers toward their use of technology at the Omani basic education schools.” Education and Information Technologies 21.1 (2016): 5-18

Almekhlafy, Sultan, and Ali Alzubi. “Mobile-mediated communication a tool for language exposure in EFL informal learning settings.” Arab World English Journal (AWEJ) Volume 7 (2016).

Baharudin, Harun, and Zawawi Ismail. “Learning Strategies of Arabic Language Vocabulary for Pre-University Students’ in Malaysia.” Asian Social Science 11.10 (2015): 32.

El Omari, Samir. “The effect of computer-assisted language learning on improving Arabic as a foreign language (AFL) in higher education in the United States.” Procedia-Social and Behavioral Sciences 192 (2015): 621-628.

Haron, Sueraya Che, et al. “Challenges in Learning to Speak Arabic.” Journal of Education and Practice 7.24 (2016): 80-85.

Makhoul, Baha. “Moving beyond phonological awareness: the role of phonological awareness skills in Arabic reading development.” Journal of psycholinguistic research 46.2 (2017): 469-480.

Mufidah, Nuril, and Saidna Zulfiqar Bin-Tahir. “Arabic Acquisition through Facebook Group Learning.” Ijaz Arabi Journal of Arabic Learning 1.1 (2018).

Salameh-Matar, Abeer, et al. “Development and validation of the Arabic Handwriting Assessment for elementary school students.” British Journal of Occupational Therapy 79.4 (2016): 212-219.