Arabic

Instructors: Kaoru Yamamoto, Rawia Jamous, Saori Uemura  

How many students were in the class?

One class was offered, with about 20 students.

What was the class format?

Live

All classes were live sessions using Webex and Zoom to ensure interactivity. Also, considering the reduced number of classes compared to previous years, we made efforts to help new students, in particular, smoothly transition into the classes by making instructional videos on how the classes would proceed and explanatory videos on the Arabic script available for on-demand viewing on SFC-SFS and Slack before the semester began. All students were required to register on Slack, creating a system ready to respond immediately to any sudden communication issues. Assignments were also submitted via Slack, and we returned them with corrections on Slack. We also accepted questions on Slack at any time, striving for closer communication than in previous years. As for the textbook, a PDF version of the original text was distributed via SFC-SFS. Additionally, last year we established a new e-learning corner on our lab's official website and uploaded content such as videos for learning how to write Arabic script, original skit videos, and audio recordings of the textbook, all of which we utilized to the fullest extent.  

Out of the four weekly classes, two were dedicated to explaining grammar and skits, and the other two were for exercises. In the exercise classes, we devised ways for students to feel the presence of their classmates even without meeting face-to-face, such as competing on vocabulary skills using Kahoot! and practicing in small groups in breakout rooms.

Tests combined oral tests, web tests, and written assignments. Oral tests were conducted in online meetings, web tests were administered using Google Forms, and for written assignments, students were required to write an essay on a given topic within a time limit and submit it to Slack as a photo or scan. By combining these tests with regular performance scores (class participation and assignment submissions), I believe we were able to conduct a detailed grade evaluation.

Class evaluations were generally positive, but some students struggled to maintain their motivation to learn. Also, while I felt no issues communicating with upperclassmen with whom I already had a relationship, some new students, whom I had never met in person, found it difficult to communicate. Nevertheless, the proportion of highly motivated students was higher than in previous years, and the grade distribution was also higher.

However, continuity is crucial for language learning, and in that respect, I am concerned that the inability to conduct overseas training will lead to a decline in motivation. I am also worried that the lack of opportunities to experience Arab culture due to the inability to conduct extracurricular activities might have a negative impact on motivation.