The issue, or topic, of the following case study consists of a number of elements. Firstly, the primary focus of the study is in understanding the process and challenges of second language acquisition that Arabic-speaking individuals face when in contact with any secondary language, though English is most frequently encountered. This poses a number of inquiries into both learning and teaching methods, Arabic-specific grammatical, pronunciation, and other technical difficulties, as well as other factors.
The research is also oriented towards students in their childhood, but not limited to any specific age group, as studies are available for both preschool, middle school, and high school students. As such, it is essential to recognize how previous learning, age-specific challenges, and school settings affect the language acquisition these students are confronted with. The last component of the study focuses on how technological advances and implementation of devices or software inside and outside the classroom has affected the language acquisition process.
Much of the current literature and research is focused on the acquisition of English within Arabic-speaking nations, and as such, the following study is likely to primarily focus on such settings when reviewing the findings. However, other secondary languages or different learning environments are not excluded from the study in order to assess the full picture of current research on the topic. Essentially, the study attempts to answer the question of how in-classroom as well as external use of technology has affected the second language acquisition process for Arabic-speaking children students.
There has been substantial research done in areas of second language acquisition in relation to children students, English as a secondary language, Arabic-speaking students, and acquisition with the use of technology. Combinations of all the topics above can be found much less frequently. As such, a significant portion of the study will focus on the analysis of current research available concerning the topics separately. Additional studies that include overlapping of the topics will also be essential. The resources that have been selected previously include the systematic issues and challenges posed in English acquisition for Arabic-speaking students.
The studies are often focused on students that are at the beginning of their learning process or those that have been studying English without adequate results. This is often the result of a number of factors such as lacking school resources, opportunities to use the language, motivation, and other factors which are also mentioned in many studies on the topic of English acquisition in Arabic-speaking nations.
Other studies also focus on the ways in which children acquire languages and the complexities of methodologies that target different age groups. Much of the literature available on the topic is concerned with the assessment of theories, practices, the effects of age, and other cognitive functions. Studies examining external factors that are related to language acquisition are also essential for this study, such as the environment, language variety, availability of language input and practice, as well as the personal lives of students. Such studies have been conducted with general secondary language acquisition as well as younger age groups of Arabic-speaking students learning English.
Studies with a focus on the effects of technology within the process of language acquisition should also be included in the study. Much research has been done on the various options which schools have employed within the classroom. These range from specialized software and apps to engagement with native speakers over calls. Other tools such as smart boards and online databases are also commonly used within the classroom. However, it is also essential to observe the tools that students use outside the classroom, especially those that they select themselves. The studies observe the benefits and drawbacks of such tools, but with the frequent shifts in available and evolving technology, continued research is necessary. The current landscape of research concerning technology-based language acquisition is extensive but is also subject to change, which requires further investigation.
For inquiries into much more detailed areas of the subject, articles concerning the differences between students of varied levels have also been selected. Studies pertaining to specific Arabic-speaking groups find that the relationship between students of higher and lower levels of secondary languages show distinct patterns. A language mediation appears between the advanced and novice speakers, while bilingualism or better abilities in a second language prove to be socially positive and advantageous. This forms an insight into the classroom which deals with students of different levels and abilities, which is a universal situation for classrooms. As such, it suggests that cooperation between expert or higher level speakers can be implemented as a tool for speakers with lower abilities.
It is also important to incorporate studies that assess the language acquisition of Arabic-speaking children in non-Arabic-speaking countries. In certain situations, the result of such a setting may be due to immigration as refugees, which requires the children to learn Arabic alongside a secondary language. A study found that refugee children are likely to continue acquiring Arabic well in a non-Arabic nation while a secondary language would continue to be hard to learn.
The study indicates that acquisition of substantial vocabulary and syntax is a process that takes more time than usually assumed. This also allows for insight into a common belief that exposure to language being the best approach to acquisition. However, exposure to a secondary language may not always be an essential aspect of learning. This study illustrates a need for practices and methodologies that do not expect students to orient their learning only on school resources or language exposure, but a number of alternative tools.
Though a significant portion of the research focuses on the classical approach to using technology in and outside the classroom, there are a number of alternatives that can also be used to engage students in second language acquisition. Certain studies investigate advanced programs, such as the Computer-Assisted Language Learning, or CALL, format for how it has both benefited and hindered the acquisition process in students. The study found that CALL was able to reduce tension for English learning, boost motivation, address the needs of students from diverse backgrounds, and promote self-directed learning.
Students also noticed an improvement in skills that did not directly relate to language acquisition, such as improved computer skills and self-management. However, the study also notes that implementing advanced programs such as CALL may prove to be challenging or impossible if facilities do not have sufficiently working or enough computers, if computer skills are limited in the student population, and the inflexibility of certain school courses. Such studies highlight the importance of self-motivated and self-managed language acquisition that can be improved with technology if they are understable, affordable, and time-efficient for the students.
It is also vital to explore research that has been conducted concerning out-of-classroom or independent learning of secondary languages. Tools such as social media have begun to appear as a language acquisition tool more commonly than ever before. Studies have noted both positive aspects of both reading and responding through social media in a secondary language. However, there has also been research done to better understand the relationship that newly emerging tools such as social media have with both in-classroom technology and traditional teaching materials and methods. Certain studies have focused on the acquisition of English in Arabic-speaking settings by conducting online questionnaires, media-based activity sheets, and interviews.
The studies have indicated social media works to enhance language skills by facilitating challenges in English or other secondary languages. Additionally, the responses from students and teachers are usually overwhelmingly positive, which reflects on the motivation of the students to engage in efficient second language acquisition.
The majority of current studies focus on second language acquisition issues in Arabic-speaking students and the ways in which technology has influenced the acquisition process. The study will aim to bridge some gaps in the current understanding of the specific populace of children Arabic-speaking students and the implementation of emerging technology in school and home settings. The study will outline common factors that affect the challenges posed to Arabic-speaking students in general, ranging from grammatical, vocabulary, or other language-based issues to personal, educational, or other external factors.
Following that, it is also vital to understand the challenges posed to children students, especially when there is a noticeable range in the levels of second language abilities of the students. Recent studies have often investigated more classical addition of technology to the classroom in forms of online textbooks, databases, or even software that is available via school computers. Though these sources are important in ensuring a better process of second language acsquiton, as shown in studies, they have their own drawbacks in both access, usability, and other factors. As such, this study aims to observe and analyze tools that are more widely available and affordable, such as language-based apps, social media, or interactive learning meda.
As such, the research question will address a number of components, including challenges posed to Arabic-speaking students in second language acquisition, age-specific challenges, the effects of classroom use of technology and independent, out-of-classroom tools.
The study will include a variety of sources that address each component in the review. As such, within the text, they are likely to be placed according to their relevance to each topic. The topics can be summarized as second language acquisition of English for Arabic-speaking students, challenges for Arabic-speaking students with emphasis on age-related issues, current teaching methods commonly implemented in classroom settings and factors that influence the learning process, and the use of classroom and independent technology. As such, the study will be able to recognize the past implementation of certain practices and materials and their benefits and drawbacks.
This will allow the study to establish how more modern methods are attempting to bridge certain gaps in older methods. The positive and negative outcomes of modern technology in the classroom will also be assessed. The citation in the reference list as well as with in-text references will be formatted in the accurate and standard APA 7 format.
References
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