International Journal of Educational and Psychological Studies

Volume 2 - Issue 3 (2) | PP: 354 - 368 Language : العربية
DOI : 10.12816/0048129
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Designing Qualitative Research in the Educational Field with a Focus on Research on Teaching Arabic Language

Ahmed Hassan Ahmed Alfakih
Received Date Revised Date Accepted Date Publication Date
9/10/2017 30/10/2017 23/11/2017 27/12/2017
Abstract
In comparison to quantitative research, qualitative research has become commonly used in educational research in general and in the field of teaching languages in particular. This is because of its characteristics of being able to present a deep understanding of the issues and problems of teaching and learning language and its curricula according to their natural context; moreover, its ability to provide the results that might add important contributions directly or indirectly to knowledge either theoretical or practical in the field of teaching language. Due to the lack of Arabic content, which concentrate on designing qualitative research-starting from identifying a research problem, and ending with the presentation and discussion of results-in the field of research on teaching Arabic language, along with the need of the researchers in this field to a comprehensive and concise explanation of the procedures and steps for designing qualitative research that enable them to study the issues and problems of teaching and learning Arabic language and its curricula, and to find appropriate solutions and treatments to address them. Accordingly, the present study aimed at shedding light on the philosophical background of qualitative research, defining the concept and characteristics of qualitative research, and finally, clarifying appropriate procedures and steps to design qualitative research on the research of teaching Arabic language.


How To Cite This Article
Alfakih , A. H. A. (2017). Designing Qualitative Research in the Educational Field with a Focus on Research on Teaching Arabic Language . International Journal of Educational and Psychological Studies, 2 (3), 354-368, 10.12816/0048129

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