The effectiveness of blended learning in teaching Arabic as a second language

Abstract

A study was carried out comparing the effectiveness of blended learning strategies with traditional classroom-based approaches in learning Arabic as a second language at the islamic faculty in Uzbekistan. Two classes were selected using case study methodology and a total of 62 participants were involved in the study. Questionnaires and quizzes were used to collect data over a five week period, and were presented in English as this was the native language for most of the participants. Results indicate that there is a difference in the learning outcomes and that using a blended learning approach is a more effective way of imparting knowledge. Teachers should therefore be aware that blended learning strategies can enhance their teaching.

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