The Effect of Using the Strategy of Flipped Class on Teaching Arabic as a Second Language

Abstract

Teachers in classrooms use many strategies and methods so to make students able to communicate. Amongst these strategies is the strategy of the flipped learning which is the focus of the study in hand. This study focuses on two points; first, it deals with the theoretical part of this strategy. Second, it sheds light on the effect of using this strategy in the classes that taught Arabic as a second language. To assess the effect of this strategy, the researchers of the study in hand conducted a research study on foreign students who studied Arabic. They are in the first and the second levels in the languages centre/ Jordan University. The study also includes the students of the American Middlebury program in Jordan University who were in the second and the third levels. The quasi experimental method was applied on the study sample who were (120) students during a length of five semesters. By conducting a pre-test and post test for each group, the effectiveness of the flipped class strategy on students' performance in learning Arabic language was evident. The experimental group that studied based on the flipped class achieved higher degrees than the control group who studied based on the traditional method. This means that learning Arabic language based on the flipped class strategy enhances students' abilities towards learning Arabic language better than before.