تصميم وحدة دراسية إلكترونية للأفعال المتعدية بحرف الجر في الجامعة الإسلامية العالمية ماليزيا : دراسة وصفية وتحليلية

Abstract

This study addressed the issue of learning transitive verbs with prepositions among advanced-level non-native Arabic-speaking students at the International Islamic University Malaysia. The objective was to identify the challenges these students face in learning the topic and to improve the learning process by designing an e-learning module. The e-learning module was built following the five stages of the ADDIE model: analysis, design, development, implementation, and evaluation. It also incorporated the four patterns of Variation Theory—contrast, fusion, separation, and generalisation. During the development stage, Figma was used as the design tool for building modules to enhance students' ability to use transitive verbs with prepositions in appropriate contexts. The research employed descriptive, analytical, developmental, and quasi-experimental methodologies. It includes two questionnaires: a needs analysis questionnaire, distributed to 55 students to assess the difficulties they encounter in learning transitive verbs with prepositions, and a formative assessment questionnaire, distributed to 44 students to evaluate the effectiveness of the e-learning module. Pre- and post-tests were conducted on the same 44 samples. The pre-test assessed their initial acquisition of transitive verbs with prepositions and their expected level in the topic, while the post-test measured improvements after exposure to the e-learning module. The results generally show that transitive verbs with prepositions are indeed among the most challenging topics due to their weak ability to distinguish between verbs that take a direct object and those that require a preposition, and the lack of semantic understanding of prepositions, as well as the reliance on literal translation influenced by their mother tongue, which leads to the occurrence of repeated errors. The students strongly agreed that the e-learning module, with its well-sequenced information and content, significantly enhanced their learning and mastery of transitive verbs with prepositions. The Wilcoxon test results showed significant improvement in the post-test compared to the pre-test, with a p-value of 0.002. This indicates a statistically significant difference between the two tests after the students were exposed to the e-learning module.