Hybrid Personalized Arabic Language Learning

Rania Ahmed Batainah, Rosseni Din, Atef Al Mashakbh


Student-personalized learning environment can be met with (i) sensitive approaches for teaching and learning, (ii) increased student communications in the learning environments, and (iii) adequate time to handle student inspected weaknesses. Within these needs, this study aimed to validate the instrument used in the process of designing, developing and implementing the HPALL module.  The HPALL module has three major themes: (i) socialized learning environments, (ii) flexible delivery method, and (iii) personalization of learning environments. The HPALL module was used to deliver the Arabic as a foreign language courses for Malaysian students at Al al-Bayt University. The module was subsequently tested. Data collected from 157 Malaysian students were keyed into SPSS version 21. Subsequently, Smart PLS 2.0 was used to test the hypothesized influence of hybrid learning construct on personalized learning. The results showed (i) evidence of a five-dimension measurement model for hybrid learning, (ii) evidence of a four-dimension measurement model for personalized learning, (iii) hybrid learning has a positive and significant effect on personalized learning at the (.01) level of significance (β = 0.767, t = 18.402, p < .01), and (iv) HPALL is reliable and valid model for Malaysian students.


Personalized Learning; Hybrid Learning; Arabic as a Foreign Language

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