Running head: NAJOOM EDUCATIONAL™ FINAL REPORT 1

Running head: NAJOOM EDUCATIONAL™ FINAL REPORT
Najoom Educational™ Final Report
Salem A. Alhawiti
IST 5313.901 Development of Instructional Technology
The University of Texas at San Antonio
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Najoom Educational™ Final Report
Learning Arabic language to non-native speakers has become receive the attention to
most of people which was not taken into account. In fact, this noticeable of interest is a result of
the dramatic events that occur in the world all the time. Taha (2007) reported that as response to
the events of 9/11, President George W. Bush encouraged Americans to learn the languages that
consider as “critical- need" languages, which was neglected Americans such as Arabic. In an
attempt to increase the number of speakers of those languages for instance Arabic language, the
President declared "National Security Language Initiative” in 2006, which provides financial
support for Americans of all ages to learn one of those languages necessary (Taha ,2007). These
attempts, which coupled with a growing curiosity of the citizens for the Middle East, have
increased the number of students of learning Arabic in the United States. Consequently, the
importance of learning Arabic reflects to be a high-quality product recommended for those who
travel to Middle East as tourist, employees, or troops.
Learning Arabic language
The majority of learners who learn Arabic as a second language face plenty of difficulties
during learning. The problem lies in the lack of background in the Arabic language. In addition,
there are many conditions that impede the learning of Arabic in a traditional way such as money.
However, with the revolution of distance education and computers anything can be possible.
Shaalan (2005) reported that technology systems and educational programs make the process of
learning the Arabic language more flexible. Using computer based language-learning system
provides a realistic atmosphere that accommodates the most significant elements of learning such
as real-world text, sounds, and visual (Shaalan, 2005). Therefore, we take into account these
important principles during designing Najoom Educational’s™ online course.
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The mechanism of design the online course
The purpose of the design Najoom Educational’s™ online Arabic language-learning
course is to provide an appropriate approaches for those who Arabic language is not native
language. The idea behind the online course is to facilitate learning Arabic language through
acquisition of basic survival Arabic and speak it confidently in a short period of time. One of the
main pillars of this online course is to create an interactive, multimedia environment for learners.
Hsiu (2011) have highlighted that learning languages in multimedia environments through
computer-assisted language learning is an essential way to involve learners into the course.
Indeed, an interactive environment, which is based on multimedia enhance the skills of learners
through self-study. Using multimedia in learning language materials has potential power to be used
as an effective self-stud method. (Brett,1998). Our online course has been planned to suit the
needs of the learner. For example, we focused on the design as one of the priorities; because great
design will serve the contents of the site and help learners not to distract his/her mind while
browsing. In addition, the good design makes it easier for visitors and learners to navigate
between sections of the site and get benefits from the services of the site. There is no perfect site,
but be sure to have at least enough good design to satisfy the users (Hager, Kibler, and Zack,
1999). We are keen; therefore, to choose appropriate colors that do not hurt the eyes. Furthermore,
we made the middle section as the main part with enough space to displays the contents
effectively.
The objectives of this online course are to provide seamless learning environment for nonArabic speakers. This environment has a high quality, including content, images, pronunciation,
and exercises that are suitable for all age groups. Moreover, the objective includes providing an
opportunity for all individuals who go to the Middle East to learn basic survival Arabic. This will
help them to have more understanding and communication with the Arab people effectively.
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In general, our course consists of three main chapters, which include three to five
lessons. Chapter four is a listening review page to keep learners reminds what they have learned
from the course and to prepare them for the final exam. In order to get a high quality of the site,
we started drawing a planned and promoted the site. After that, we have identified the goals and
ideas that ensure and improve the website’s usability. Nielsen and Tahir (2000) confirmed that
ignore the usability in websites makes the user leave the site and does not complete browsing. So,
we kept in mind these expert’s structures as guidelines to reache the goals that we have set it up.
Screen capture 1: displays the introduction page.
The introduction page has planned based on the basic standards in the design of
educational sites such as organization, main navigation, and ease of movement between the
contents. Moreover, the layout has created in certain way so that users can reach the content at a
glance and very quickly. Because usually users take a scan on the page rather than read, the home
page allows user’s eye to flow smoothly, directly to the address without getting puzzled and
overwhelmed. The index page includes main header and its design inspired by Arab culture.
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The introduction page also contains a navigation bar and the essential part that displays
the material. The navigation bar is designed to be on the left side in order to be familiar to those
who are native speaker English .Moreover, the introduction page composes of short introduction
that explains how the learner can use this online course effectively. Beside the text description,
we supported the introduction by creating a video to point out the necessary instructions that
learners should follow it. Through this way, we promote learning by including most elements that
meet learners' needs such as text, image, and video.
Screen capture 2: displays an example on using slideshow
Chapter I contain five lessons covering the common basic survival Arabic phrases. To be
more organized, the lessons are divided to five sections and each one of them provides learners
with different subject in Arabic language. Learner will participate effectively while surfing
lessons. This interaction is the result of using particular slideshows which designed specifically
for native speaker English. Each slideshow contains the target Arabic phrase and its matching in
English. Also, learner will able to pronounce the Arabic phrase through two significant ways:
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First, the audio underneath the slideshow will play automatically which allows learner to listen
more than one to the pronunciation of the phrase in Arabic way. Secondly, Learner can pronounce
the Arabic phrase by reading its pronunciation in text written way. Once all the lessons have
completed, the learner has given chance to take matching exercise. This exercise developed to be
drag and drop activity.
Screen capture 3: on the left is an example of matching exercise; on the right is a final exam page.
The Chapter II briefly focused on Arabic sentences that consider common sentences used
in Arabic community. Learner will not face difficulties in this chapter as long as the learner listens
to the Arabic audio translation. The third chapter is complemented by the second one but in a
conversations way. The learners will practice and get benefits from these conversations by using
Arabic audio translation bar. Gradually, the learner will reach final step in the online course
which is listening review before getting into final exam. The final exam gives the learner the
opportunity to listen to Arabic voice include phrase or sentence then the learner will choose the
correct English translation. The final exam in this course designed to be multiple-choice.
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Who is the target group?
Najoom Educational™ is aimed primarily at people who do not have slightest idea of the
Arabic language. Besides that, the Arabic online course offers an opportunity for employees of
companies to learn basic survival Arabic. Also, the online course contains general and significant
survival Arabic to target troops who go to the Middle East in military missions. This course can
be an effective personal assistant for those who travel to Arab countries for tourism or business.
Najoom Educational™ is designed specifically to be beginner- level in order to help and enhance
native speakers English to master the basic verbal and audio skills. Beneficiaries of the site will be
able to gain and to achieve the necessary experiences such as Listening, speaking, identify, and
pronunciation. Target group includes all genders and all ages.
Where this course can be used?
Our online course can be browsing its contents and reaches through all devices and
computers that linked to the World Wide Web. In order to make the site more easily, we have
provided all the contents such as slideshows, video, and sound to be working on most Internet
browsers, especially Firefox and Safari. As a result, users will not face difficulties while browsing
nor they are using Macintosh or PC. Because the Najoom Educational’s™ online Arabic
language-learning course is a global audience, learners can easily and securely access to the site
from anywhere in the world without any permission or the requirements of software such as Java
programs. The necessary requirements are needed in order to browse the online course are a
computer that connected to the network, having the link of the online course, and Adobe Reader
for PDF files.
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When would this course be utilized?
This website is designed to be a simple reference for non-Arabic speakers in order to get
guidance to learn some basics of vocabulary and public conversations. Beside it is free lessons,
this course presents the most common Arabic terms needed by each person who may traveling to
Middle East. The need for using this online course is the result of ignorance of native speaker
English in regard to Arabic language especially when it comes to tourism, or communication with
the Arabs people. Najoom Educational’s™ online Arabic language-learning course can be utilized
when the learners need to meet their needs or curiosity about the Arabic language. Once a learner
has a specific and simple need like how to speak Arabic language in airport, hotel, street, and
mall, this online course will give the key to start speaking and understanding. Users of this online
course will not face difficulties in time management. According to our results of testing this
course, the users were able to complete all elements and lessons in from twenty to twenty-five
minutes. Therefore, we expect that learners will be able to complete all the contents of the site in
addition to the final exam in forty minutes without a break up activities.
How can this course be used?
The online Arabic-learning course can be used at home as well as from any place in the
world. The usability in this site allows learners to access the materials even through mobile
phone or iPad. Through browse the lessons, learners will interact with the contents of the site
starting from the general expressions, and engage with beneficial conversations. Finally, they
complete the mission by check out and test their progress through the final exam. Depending on
the interactive environment in the website, the online course paves the way for learners to acquire
and develop their skill of listening and simulation by letting to Arab pronunciation.
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Moreover, the slideshow’s lessons include the Arabic text form for each expression. By this way,
learners have the opportunity to identify and compare the Arabic language written with what is
expected to be appeared on the signs when they being in Arabic countries
Why this online course is needed?
By visiting Najoom Educational’s™ online Arabic course, learners will be fascinated by the
quality of the site as well as the potential and possibility of self-learning. The e-learning
environment that provided by Najoom Educational’s™ company allows chance for learners to
have basic, dynamic and interactive content. Wang (2011) reported that development the site
depending on the strategies of e-learning and self-regulated learning enhances the efficiency of
learning and makes the learner more tendencies to use the website. Developers of this online
course guarantee for learners to get benefits from the materials through providing an efficiency
and enjoyable user experience. Furthermore, the simplicity of design and colors consistency with
the texts make the learner feel comfortable and avoid boredom or distractions while browsing.
This online course is a result of collaboration between programmers, designers, to create a virtual
environment for learning and making the acquisition of Arabic as a second language is very
simple. Peterson (1998) stressed that creation a virtual environment for language learning
achieves optimal learning by improving accessibility and meets the needs of the learner. As a
result, we strongly recommend visiting our online course and browse its contents because it
simply will be worth for learner’s needs.
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References
Taha, T. A. (2007). Arabic as "a critical-need" Foreign Language in Post-9/11 Era: A Study of
Students' Attitudes and Motivation. Journal Of Instructional Psychology, 34(3), 150-160.
Hsiu-Ting, H. (2011). Design-based research: designing a multimedia environment to support
language learning. Innovations In Education & Teaching International, 48(2), 159-169.
Shaalan, K. F. (2005). An intelligent computer assisted language learning system for Arabic
learners. Computer Assisted Language Learning, 18(1). 81-108.
Brett, P. (1998). Using Multimedia: A Descriptive Investigation of Incidental LanguageLearning.
Computer Assisted Language Learning, 11(2), 179.
Hager, D., Kibler, C., & Zack, L. (1999). The Basics of User-Friendly Web Design. Journal For
Quality & Participation, 22(3), 58.
Nielsen, J., Coyne, K. P., & Tahir, M. (2001, February 6). Make it usable. PC Magazine 1. 1-6.
Wang, T. (2011). Developing Web-based assessment strategies for facilitating junior high school
students to perform self-regulated learning in an e-Learning environment. Computers &
Education, 57(2), 1801-1812.
Peterson, M. (1998). The Virtual Learning Environment: The Design of a Website for Language
Learning. Computer Assisted Language Learning, 11(4), 349-361.