تعلم اللغة العربية لغة ثانية عن بعد من وجهة نظر معلميها و متعلميها

الملخص EN

The research problem is the absence of a clear vision about the feasibility distance learning of Arabic a second language under the circumstances of the corona pandemic.

the research adapted a descriptive analytical approach.

the sample consisted of (118) teacher and learner both males and females.

the researcher utilized a questionnaire to realize their views on distance learning of Arabic as a second language.

the validity and reliability of the research tool has been verified by appropriate methods.

statistical methods were applied, including arithmetic means, standard deviations, and correlation coefficient.

the results showed that the views of the sample on the questionnaire statements were mostly high, the averages of the calculations out of (5) for the responses of the male and female teachers on the three dimensions were as follows: functional (3.68), spatial (3.66), psychological(3.59) with an overall degree (3, 64), and for the responses of the male and female learners on the three dimensions as follows: functional (3,89), spatial (3,69), and psychological (3.61) with an overall score (3.73).

it also revealed that there are no statistically significant differences at the level of (5.,.) between the mean scores of the views of Arabic second language teachers in distance learning due to the two variables (gender - job).

it also showed that there were no statistically significant differences at the level of (5.,.) between the mean scores of the views of Arabic as a second language learners towards distance learning due to these two variables (gender - academic level).

finally, the results showed that there are no statistically significant differences at the level of (5.,.) between the mean scores of the views of the learners and teachers attributed to the gender variable.

considering the results, the researcher recommended the necessity of making use of the views of the teachers and learners in distance learning of Arabic as a second language to improve the practice and to combine the advantages of distance e-learning with face-to-face learning.