The Application Of Technological Pedagogical Content Knowledge In Arabic Language Learning Among Universities

Abstract

This study aims to explore the implementation and effectiveness of Technological Pedagogical Content Knowledge (TPACK) in the context of learning Arabic in the universities, focusing on non-Arabic speaking learners. This study explores the application of the 4 elements discussed under TPACK, namely teachers' knowledge about content knowledge, pedagogical knowledge, and technological knowledge. It is a qualitative study using descriptive approach. Data were collected through literature review techniques and observational studies of relevant studies related to the topics discussed. In this study, the results shows that the knowledge of technology pedagogy content helps improve student learning outcomes (TPACK). This indirectly indicates that the students perform better with technology aids. Hence, it is the right approach to utilizing technology for teachers and student in current digital era. The reason is pedagogical content about integrating technology helps make it easier for teachers to deliver the content and the tools are more interactive as compared to the traditional method, which makes it easier for students to understand the language. The contribution of this research is providing a new method for learning in the academic world, specifically in Arabic Language Education for the non-Arab speakers, to achieve appropriate and correct teaching and learning activities.