التعليم القائم على النواتج في تعلم العربية لغة ثانية بالمدارس العربية بشرق سريلانكا : دراسة تطبيقية في المرحلة المتوسطة

Abstract

This research aims to examine the reality of teaching Arabic as a second language in Arabic schools in eastern Sri Lanka in light of outcome-based education, emphasising clear objectives and focusing on teaching and evaluation processes to achieve the intended outcomes. Studies on teaching Arabic in these schools have indicated weaknesses in learning outcomes and low achievement in the four Arabic language skills among students and that teachers often do not employ modern, student-centered teaching methods that stimulate critical thinking. The researcher employed a descriptive and analytical approach, utilising interviews and content analysis of the curricula. Interviews were conducted with twelve teachers from the schools involved in the research, and the results were analysed thematically. Among the most significant findings is that teaching Arabic as a second language in these schools remains mostly traditional. The Arabic language is taught as separate branches without a balanced and coherent integration of skills. Students are often burdened with complex grammatical rules, some of which have limited practical value in everyday communication. Furthermore, there has been no attempt to implement outcome-based education. After interviewing the teachers and educating them about the importance of this approach, the researcher developed a model of expected outcomes focusing on teaching Arabic language skills and their branches. These expected learning outcomes are diverse, encompassing various Arabic language skills and branches, as well as multiple strategies and methods for achieving these outcomes. Finally, a feasibility study could be conducted to examine the current state before implementation. While there are indications of acceptance for this application, it faces several challenges including economic constraints, administrative issues, and a shortage of trained teachers.