Speaking skill is one of the basic skills that need to be mastered among student who majoring in Arabic language other than of reading, writing and listening, that is the process of learning language that student must go through in order to reach the minimum level of proficiency in the Arabic language. The Virtual International Student Exchange Program between the UniSHAMS and Naradhiwas Princess University acts as a model for sustainability innovation in language as the students can interact with native speakers in communication tasks. This interdisciplinary initiative supports the latest methodological principles observed in the Common European Framework for Languages (Council of European, 2001), such as autonomous and lifelong learning, self-assessment and peer-assessment as well as the incorporation of new technologies to the learning process. Additionally, the ‘virtual’ mobility is provided at no extra cost. The purpose of this study is to investigate the benefit and to identify the perception of Arabic language at UniSHAMS on the implementation of Virtual International Student exchange; inbound and outbound. This research work is a descriptive study that uses mixed mode research; quantitative and qualitative approach through a distribution of a questionnaire and an open-ended question. The study initiated with a pilot study to examine the questionnaire validity and reliability. The actual study has taken place where the sample consists of 30 students from UniSHAMS for inbound program and 29 students from Naradhiwas University for outbound program to answer the open-ended question. All students who participated in this program interacted orally with the native speakers through Google Meet as the main platform and used pedagogical aids such as technology Augmented Reality, multimedia power point, Prezi, Kahoot, and Padlet. The results of the study found that students have diverse and mixed perceptions in terms of acceptance, attitude and motivation towards the program. Overall, it can be concluded that most students showed positive perceptions and very good acceptance of the program. Only a small number of students had negative perceptions and stated that the program was quite burdensome and had disrupted their learning process.
Alikulova, S. A. (2020). Middle European Scientific Bulletin. Middle European Scientific Bulletin 6.
Erlam, G., Garrett, N., Gasteiger, N., Lau, K., Hoare, K., Agarwal, S., and Haxell, A. (2021) What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic. Front. Educ. 6:639842. doi: 10.3389/feduc.2021.639842
Garcia, P. G., Fernandez and Santiago. (2014). A Language Exchange Program: Sustainability Innovation in Language and Culture Engagement. In Article.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
Hossain, M. K., Hoque, A. K., Khan, N. M., & Kamil, A. A. (2022). Skill Development of Undergraduate Students through International Exchange Program. Journal of Educational and Social Research, 12(2), 40.
Johnson, O. O. (2013). Project Sustainability: An Overview of Sustainability in Project Management. (2013), 17.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The internet TESL journal, 12(11), 1-6.
Kohl, S., Graus, M., & Lemmink, J. G. (2022). Context is key: mining social signals for automatic task detection in design thinking meetings. In International Conference on Human-Computer Interaction (pp. 12-27). Springer, Cham.
Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish-American telecollaboration. Computer Assisted Language Learning, 22(5); 425–443.
Lindsey, E. W. (2005). Study abroad and values development in social work students. Journal of Social Work Education, 41(2), 229-249. https://doi.org/10.5175/JSWE.2005.200303110
Noor, M. M. (2022). Rekabentuk Modul Instruksi dan Kesannya dalam pembelajaran Tasrif Bahasa Arab menggunakan Teknologi Augmented Reality dalam kalangan Pelajar UIAM. Thesis PhD UIAM.
Mohamad, N., Puasa, B., Maromar, F., Abd Rahman, W. A., & Hassan, L. (2022). Non-native Arabic Students’ Perception on Virtual Communication Program with Native Speakers. International Journal of Academic Research in Business and Social Sciences, 12(6). https://doi.org/10.6007/ijarbss/v12-i6/13254
Noni, N., & Basri, M. (2019). WhatsApp audio and video chat-based in stimulating students’ self-confidence and motivation to speak English. Asian EFL Journal Research Articles. Vol. 23 Issue No. 6.3.
Orozco-Messana, J., Martinez-Rubio, J. M., & Gonzalvez-Pons, A. M. (2020). Sustainable higher education development through technology enhanced learning. Sustainability, 12(9), 3600. www.mdpi.com/journal/sustainability
Sayed, Y., & Moriarty, K. (2020). SDG 4 and the ‘education quality turn’: Prospects, possibilities, and problems. In Grading goal four (pp. 194-213). Brill.
Suryanto, S., Ayuza, B. L., & Othman, N. A. (2022). Learning English through International Student Exchange Programs: English Education Department Students’ Voices. Journal of Foreign Language Teaching and Learning, 7(1), PRESS.
https://doi.org/10.18196/ftl.v7i1.13717
Taimur, S., & Sattar, H. (2019). Education for Sustainable Development and Critical Thinking Competency. Quality Education, 1–11. https://doi.org/10.1007/978-3-319-69902- 8_64-1
Thohir, M., Junaedi, J., & Ummah, A. M. (2022). Application of the Probing-Prompting Learning Model to Improve Students’ Speaking Skill of Arabic. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 7(1), 269.
https://doi.org/10.31851/jmksp.v7i1.6512
Tomprou, M., Kim, Y. J., Chikersal, P., Woolley, A. W., & Dabbish, L. A. (2021). Speaking out of turn: How video conferencing reduces vocal synchrony and collective intelligence. PLoS One, 16(3), e0247655.
University, S. (2022). Management of Environmental Programs for the Arabic Language at Arrayah. In Medina (Vol. 18).
Ware, P. (2005). ”Missed” communication in online communication: Tensions in a German- American telecollaboration. Language Learning & Technology, 9(2), 64–89.
Yamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication, experimental study. Computers and Education, 52(4), 820–833.
Yahaya, H., Sardi, J., Radzi, M., Abdelhamid I. Y., Abu Bakar, k., & Hj Ahmad, S., Z. (2019). Analysis of M-Learning Requirements in Arabic Language Learning. Journal of Education and Practice
