The advancement of technology has undoubtedly brought rapid changes and contributed to the rise to developments in many aspects of life, including in education. Consequently, the roles of educators and practitioners have undergone significant changes as teaching and learning tools, as well as educational materials become more diversified and learning takes place in a borderless world of shared resources. Exciting transformations in education that should be embraced and further explored, especially in language teaching and learning because language is an essential part of communication. Language has also become an important requirement for employment and a key success factor in life. This paper aims to explore the potential use of “Cybergogy” in T&L by emphasising the use of cybergogical tools in learning. To ensure the effective use of these tools, we have employed an appropriate instructional design. Sets of questionnaires on students’ needs and perceptions were administrated to 196 Malaysian’s university students studying the elementary Arabic language course. Descriptive quantitative analysis, through the use of IBM SPSS statistical software, was employed to analyse the data collected. The results show that there are positive responses over the adoption of technological tools for language learning as it increases students’ motivation to learn Arabic.
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In-Text Citation: (Daud, Teck, Ghani, & Ramli, 2019)
To Cite this Article: Daud, W. A. A. W., Teck, W. K., Ghani, M. T. A., & Ramli, S. (2019). The Needs Analysis of Developing Mobile Learning Application for Cybergogical Teaching and Learning of Arabic Language Proficiency. International Journal of Academic Research in Business and Social Sciences, 9(8), 33–46.
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