Modern standard Arabic learners' views about the effect of portable technology on L2 learning proficiency in listening and reading at the Defense Language Institute Foreign Language Center.

摘要

The purpose of this study is to investigate the strengths of using portable technology on L2 learning proficiency in the Arabic Basic Course Program during semester one, two, and three in Middle East School III at the Defense Language Institute Foreign Language Center (DLIFLC), and to recommend improvement to technology to enhance future listening and reading skills. This descriptive qualitative study used a phenomenological approach to explain and identify participants' beliefs about the strengths and weaknesses of using portable technology in listening and reading, and to obtain their recommendations on how to enhance reading and listening skills using portable technology. Thirty participants were recruited voluntarily from DLIFLC Middle East School III from the four U.S. military services: Army, Navy, Air Force, and Marine Corps. Participants participated in three focus group sessions. The researcher-developed instrument included 12 semi-structured open-ended questions addressed to participants during each focus group session. Results indicated that the utilization of MTS was beneficial, but MTS advantages for learning of Arabic could be greatly improved via development of multi-faceted and interactive tasks. Participants saw a bright future for MTS but believed that MTS within and beyond the Arabic language classroom could be improved. Recommendations included MT training for teachers, and that listening to and reading lower level culturally-authentic materials would allow students to learn Arabic and become familiar with language usage through cultural awareness.