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In the context of higher education in South Africa, mixed courses are established for Arabic and other less commonly used languages of instruction (LCTL)

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Document pages: 12 pages

Abstract: Destructive technology is widely used in today s education. They aim to develop students knowledge, skills and abilities. The field of Applied Linguistics, especially foreign language teaching, has benefited greatly from the development of computer-assisted language learning (call) and mobile assisted language learning (mall). However, meaningful learning cannot be achieved by indiscriminate use of technology; There is an urgent need to understand educational theory and key instructional design models. This study believes that using the established instructional design model can not only provide effective learning materials for the less commonly used teaching language (LCTL), but also provide effective learning materials for the general language classroom. It surveytes the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.

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