THE CHALLENGES OF LEARNING ARABIC LANGUAGE USING INSTRUCTIONAL VIDEOS FOR NON-NATIVE SPEAKERS OF ARABIC: A CASE STUDY OF THE NEW HOPE COLLEGE

Abstract

This research investigates the difficulties of learning Arabic via instructional videos among non-native students in New Hope College. Located at the intersection of second language learning, educational technology, and learner experience, the research investigates pedagogical, linguistic, cognitive and technological challenges that learners encounter while interacting with video-based instruction. Utilizing the qualitative case study design with inner mixed--subcategories, 30 to 40 learners and 3 to 5 instructors were surveyed, interviewed and observed within a classroom context on the paradigm, complemented by content-analysis of instructional videos. Thematic and statistical analysis identified three main limitations, namely lack of interaction, excessive reliance on passive learning and videos' inability to meet individual learner requirements. Linguistic difficulties, such as Arabic diglossia, orthographic intricacy and pronunciation obstacles were compounded by little feedback and cultural embedding. Other cognitive obstacles, for example, overload caused by poorly designed videos, act as impediments on learning outcomes. A technological and institutional environment of varying Internet availability, inadequate teacher training, and poor integration of videos into blended designs exacerbated these challenges. The research findings highlight the need for pedagogically informed, culturally sensitive, and cognitively optimized video design, supported by teacher scaffolding and blended learning strategies. The study concludes that instructional videos are valuable supplementary tools but insufficient as stand-alone resources for effective Arabic acquisition.