📄 The Male/Female Students’ Attitudes in the University College to Applied Sciences in Gaza Towards Learning Arabic Grammar Remotely in the Course of Arabic Language Requirement During Corona Pandemic

Summary

This is an education study, not an NLP paper. It asks how students at the University College of Applied Sciences (UCAS) in Gaza felt about studying Arabic grammar online during the COVID-19 closures. The grammar was taught inside the mandatory Arabic Language Requirement course. The author also checks whether these attitudes depend on the student's academic specialization or academic degree level.

The design is descriptive. A questionnaire measuring attitudes was given to a sample of 120 male and female students from the Department of Humanities and Media.

Main findings:

• Attitudes toward remote grammar learning were positive overall.
• Students in humanities specializations scored significantly higher, at the 0.01 level.
• The English and Arabic abstracts disagree on whether degree level made a difference.

The author argues that students strongly need grammar to avoid errors in speech and writing. The recommendations call for teaching grammar at every educational stage and for treating it as a source of pride. They also present grammar as a way to protect correct understanding of the Qur'an. The study matters mainly as a record of how emergency online teaching was received for a hard, rule-heavy subject.

Key points

• Setting: UCAS, Gaza, Palestine, during the COVID-19 lockdowns. Grammar was taught remotely within the Arabic Language Requirement course.
• Method: descriptive approach with a questionnaire-based attitude scale. The sample was 120 students from the Department of Humanities and Media.
• The independent variables were academic specialization and academic degree.
• Students in humanities specializations held significantly more positive attitudes than others, at significance level 0.01. Overall attitudes were positive.
• The abstracts contradict each other on degree level:
  • The English abstract reports no significant effect of degree.
  • The Arabic abstract reports significant differences linked to it.

Interesting ideas

• I1. The introduction shows that a single case ending in Qur'an 35:28 reverses who fears whom: swapping nominative and accusative between the two nouns flips the agent and the patient. — For Mova (frames): such examples could seed a test set where role assignment must follow morphological case and not word order, checking that agent/patient frames come from the tree.
• I2. The author treats grammar as the tool that recovers the intended meaning of a text, and treats misreading it as distorting that meaning. — For Mova (answer): this framing supports QA tests where a reading question can be answered only if one grammatical relation is parsed correctly, which exposes shallow answering.
• I3. Results are broken down by subgroup (specialization, degree) and not reported as one overall average. — For Mova (learn): evaluation scores could likewise be reported per text genre or source and checked for significance, so that a gain in one slice does not hide a loss in another.
• I4. The two language versions of the abstract disagree on the degree-level result, which shows how parallel summaries of one source can drift apart. — For Mova (back): when generating or translating summaries through the meta-world, the graph of claims from each version could be compared automatically to catch polarity flips such as "no differences" versus "differences".