Arabic Teachers' Strategies for Increasing Student Participation in Class: A Reflective Study
DOI:
https://doi.org/10.22373/ls.v15i1.32092Keywords:
learning effectiveness; Teachers' reflections; Arabic language.Abstract
Student participation is one of the important indicators of learning effectiveness, including in Arabic language classes, which are often considered difficult and passive. Teachers are required to develop strategies that not only convey material but also encourage active student involvement in the classroom. Although there have been many studies on participatory learning methods, research that specifically explores the reflective experiences of Arabic teachers in dealing with student participation challenges is still very limited. This study aims to explore the strategies used by Arabic teachers to improve student participation through a reflective approach. Using a descriptive qualitative method, data were collected through four reflective narratives from teachers with different school backgrounds and levels of experience. Data analysis utilized a social constructivism framework in learning as well as Gibbs' reflective cycle model, which allowed for a comprehensive examination of the process, challenges, and evaluation of the strategies implemented. The results of the study indicate that strategies that successfully increased student participation included contextual learning, interactive games, the use of visual media, and flexibility in communication and assignments. Teachers' reflections revealed that the success of strategies was highly dependent on sensitivity to classroom conditions and the courage to experiment with new approaches. This study concludes that teachers' professional reflection is key to developing responsive and participatory learning strategies in the context of Arabic language instruction.
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