A Story-Based Approach to Teach Foreign Languages Using Moodle: The Case of Arabic

Abstract

E-learning is a very crucial topic that has witnessed remarkable attention worldwide during the lockdown period caused by COVID-19. Yet, some claim that it will never replace learning in the classroom. This thesis investigates the potential benefits of compromising between learning in the classroom and e-learning by designing a story-based textbook supported by an interactive Moodle platform. Before designing this story-based textbook, the researcher first studied the Moroccan AFL (Arabic as a foreign language) context so as to be more practical and the textbook will stand on solid ground and have an added value not just be repetitive. In doing so, a questionnaire was administered to 20 teachers. The data collected through the questionnaire revealed that most informants appreciate the use of stories in AFL classes. Additionally, most of them perceive the story-based approach as a useful tool to help students develop language skills. To conclude, these findings suggest that stories help in boosting students’ motivation, retention and thus developing language proficiency. Findings also provided some solutions to teachers’ common challenges while using stories.

Keywords

• Story-Based Language Teaching
• Information and Communication Technology
• e-Learning
• Learning Management System
• Moodle

Moodle Destekli Yabancı Dil Öğretimine Hikâye Tabanlı Bir Yaklaşım: Arapça Örneği

Abstract

E-öğrenme, COVID-19 nedeniyle yaşanan karantina döneminde dünya çapında dikkate değer çok önemli bir konudur. Ancak, bazıları bunun sınıf ortamında öğrenmenin yerini asla almayacağını iddia etmektedir. Bu tez, hikâye tabanlı bir ders kitabı tasarlayarak ve interaktif bir Moodle platformu ile destekleyerek sınıf ortamında öğrenme ile e-öğrenme arasında uzlaşmanın potansiyel faydalarını araştırmaktadır. Bu hikâye tabanlı ders kitabını tasarlamadan önce, araştırmacı daha pratik olmak amacıyla Fas’taki yabancı dil olarak Arapça (AFL) bağlamını incelemiştir. Bu şekilde ders kitabı sağlam bir temele oturmuş olacak ve tekrarlayıcı olmaktan ziyade bir katma değer sağlayacaktır. Bu amaçla, 20 öğretmene bir anket uygulanmıştır. Anket yoluyla toplanan veriler, katılımcıların çoğunun AFL derslerinde hikâye kullanımını takdir ettiğini ortaya koymuştur. Ayrıca, çoğu katılımcı hikâye tabanlı yaklaşımı, öğrencilerin dil becerilerini geliştirmelerine yardımcı olacak faydalı bir araç olarak görmektedir. Sonuç olarak, bu bulgular hikâyelerin öğrencilerin motivasyonunu artırmada, bilgiyi hatırlamalarında ve böylece dil yeterliliklerini geliştirmede yardımcı olduğunu göstermektedir. Ayrıca bulgular öğretmenlerin hikâye kullanırken karşılaştıkları yaygın zorluklara bazı çözüm önerileri sunmuştur.

Keywords

• Hikâye Tabanlı Dil Öğretimi
• Bilgi ve İletişim Teknolojileri
• e-Öğrenme
• Öğrenme Yönetim Sistemi
• Moodle

References

1. Bruner, Jerome. Actual Minds, Possible Worlds. Harvard University Press, 1986.
2. Bruner, Jerome. Making Stories: Law, Literature, Life. Harvard University Press, 2002.
3. Darmawan, Budi Hermana. "Distance Learning." International Journal of Education and Research 2, no. 6 (2014): 185.
4. Duff, Alan, and Alan Maley. Literature. Oxford University Press, 1990.
5. European Commission. "eLearning: Designing Tomorrow’s Education." A Communication from the Commission to the Council and the European Parliament, 2000.
6. Ferguson, Charles A. "Diglossia." Word 15, no. 2 (1959): 336.
7. Gudmundsdottir, Sigrun. “The Narrative Nature of Pedagogical Content Knowledge.” In Reform in Teacher Education: A Study of School-Based Programs, edited by Sandra Hollingsworth and Hugh Sockett, 205-222. Falmer Press, 1995.
8. Horton, W. E-Learning by Design. San Francisco: Pfeiffer, 2012.

9. Kannan, R. "Difficulties in Learning English as a Second Language." Language in India 9, no. 3 (2009): 2.
10. Martínez, Ana. “Using Stories to Teach English.” Teaching English 40, no. 4 (2007): 22.
11. Martínez-Lage, Ana, and Denise Herren. "Integrating the Internet: Conceptualizing Online Resources." Foreign Language Annals 31, no. 3 (1998): 305.
12. Moursund, David G. Introduction to Information and Communication Technology in Education. Eugene: University of Oregon, 2005.
13. Neuhauser, Peg. Corporate Legends and Lore: The Power of Storytelling as a Management Tool. McGraw-Hill, 1993.
14. Polkinghorne, Donald. Narrative Knowing and the Human Sciences. State University of New York Press, 1988.
15. Polkinghorne, Donald. "Narrative Configuration in Qualitative Analysis." International Journal of Qualitative Studies in Education, 1996.
16. Ramadhani, R. "E-Learning by Design." In International Journal of Education and Research 2, no. 6 (2014): 25.
17. Ramirez-Verdugo, Maria Dolores. “Using Stories in Language Learning.” In Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration, edited by Sandra Clark and Lynn Williams, 45-67. Research-publishing.net, 2011.
18. Rossiter, Marsha. Narrative and Stories in Adult Teaching and Learning. ERIC Digest, 2002.
19. Scarcella, Robin. "Language Learning Strategies in a Classroom Setting." In Learning Strategies in Second Language Acquisition, edited by J. Michael O’Malley and Anna Uhl Chamot, 63. Cambridge University Press, 1990.
20. Stanford, Patrick D. Moodle Teaching Techniques. Birmingham: Packt Publishing, 2009.
21. Wasik, Barbara, and Mary Alice Bond. “Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms.” Journal of Educational Psychology 93, no. 2 (2001): 243-250.
22. Weinstein, Claire Ellen, and Richard E. Mayer. "The Teaching of Learning Strategies." In Handbook of Research on Teaching, edited by Merlin C. Wittrock, 315. Macmillan, 1986.
23. Wright, Andrew. Stories for Classroom and Assembly. Scholastic, 2000.