Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic


  • Dalal Moh'd Al-Assaf The University of Jordan



distance learning, challenges, Arabic language education to non-Arabic speakers


This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

Author Biography

Dalal Moh'd Al-Assaf, The University of Jordan

Arabic Language to Non-native Speakers Department, Languages Center


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