Does Class Size Matter? A Reassessment of the Moderating Role of Class Size on the Effectiveness of E-Learning in Arabic Language Acquisition
Main Article Content
Abstract
This study investigates the effect of e-learning on Arabic language learning outcomes, with a particular focus on how class size moderates this relationship. Despite the growing use of e-learning in education, the impact of class size on its effectiveness remains unclear. The objective of this study is to assess the effect size of e-learning on Arabic language learning across different class sizes and to explore the moderating role of class size in this relationship. Using a meta-analysis approach, data from 21 studies were analyzed with OpenMee Software. The results show that e-learning has a significant positive effect on Arabic language learning, with a larger effect observed in larger classes compared to smaller ones. Specifically, larger classes are found to provide more opportunities for interaction, which enhances student engagement and learning outcomes. These findings challenge the traditional belief that smaller classes are inherently more effective. The study highlights the importance of class size as a moderating variable in the effectiveness of e-learning and provides valuable insights into how e-learning strategies can be optimized for different class sizes. However, the study is limited by the focus on Arabic language learning and the small number of studies analyzed. Future research should explore the impact of e-learning in other subject areas and conduct longitudinal studies to assess the long-term effects of e-learning on language learning outcomes.
Article Details
How to Cite
ABDULLAH, Muhammad Yahya et al.
Does Class Size Matter? A Reassessment of the Moderating Role of Class Size on the Effectiveness of E-Learning in Arabic Language Acquisition.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 322-333, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3610>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3610.
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Articles
References
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al-Kināni, T. ʿAbduh S. M. (2018). فاعلية استخدام أدوات الجيل الثاني للويب (Web 2.0) في تطوير المهارات اللغوية في اللغة العربية بوصفها لغة أجنبية / Effectiveness of Using Second Generation for Web 2.0 in developing language skills of Arabic as a second language. مجلة الدراسات اللغوية والأدبية (Journal of Linguistic and Literary Studies), 9(3), 4–32. https://doi.org/10.31436/jlls.v9i3.644
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Al-bordeini, M. H. K. (2020). The effectiveness of e-learning at the on achievement in the language Arabic among seventh grade students Aqaba Governorate in Jordan. مجلة العلوم التربوية و النفسية, 4(28), 52–36. https://doi.org/10.26389/AJSRP.M100320
Aldhafiri, M. D. (2020). The effectiveness of using interactive white boards in improving the Arabic listening skills of undergraduates majoring in Arabic language at Kuwaiti universities. Education and Information Technologies, 25(5), 3577–3591. https://doi.org/10.1007/s10639-020-10107-5
Al-Ghifari, A. N., Hasanah, U., Nahari, H. M. A. Z. A., & Subagyo, R. M. A. (2025). Enhancing Student Engagement in Arabic Language Learning through iSpring Suite 11. Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 4(1), 15–28. https://doi.org/10.15575/ta.v4i1.44855
Ali, A. S., Mohamed, S. A. M., Fakhry, A. M., & Khalaf Abdel Muti Abdel Rahman. (2021). A Program based on Blended Learning to Develop Creative Writing skills in the Arabic language for Preparatory School Pupils. المجلة الدولیة للمناهج والتربیة التکنولوجیة, 4(5), 1–26. https://doi.org/10.21608/ijcte.2021.79725.1022
Alqatawneh, S. S., & Alsalhi, N. R. (2025). The Effect of Blended Learning on Arabic Language Skills Development Among Fourth-Grade Students in Jordan. 2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e), 57–60. https://doi.org/10.1109/IC4e65071.2025.11075338
AL-Rashidi, M., & Alghattami, S. (2019). The effectiveness of an e-learning module integrated in the development of written composition skills of the ninth grade students in sultanate of Oman. An-Najah University Journal for Research - B (Humanities), 35(10), 1691–1728. https://doi.org/10.35552/0247-035-010-005
Aosh, M. (2001). Learning Language at a Distance: An Arabic Initiative. Foreign Language Annals, 34(4), 347–354. https://doi.org/10.1111/j.1944-9720.2001.tb02067.x
Biggerstaff, B. J., & Jackson, D. (2008). The exact distribution of Cochran’s heterogeneity statistic in one-way random effects meta-analysis. Statistics in Medicine, 27(29), 6093–6110. https://doi.org/10.1002/sim.3428
Bird, K. A., Castleman, B. L., & Lohner, G. (2022). Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence From a Statewide Community College System. AERA Open, 8, 23328584221081220. https://doi.org/10.1177/23328584221081220
Blatchford, P., Baines, E., Kutnick, P., & Martin, C. (2001). Classroom contexts: Connections between class size and within class grouping. British Journal of Educational Psychology, 71(2), 283–302. https://doi.org/10.1348/000709901158523
Burston, J., & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168. https://doi.org/10.1017/S0958344021000240
Cook, D. A. (2009). The failure of e-learning research to inform educational practice, and what we can do about it. Medical Teacher, 31(2), 158–162. https://doi.org/10.1080/01421590802691393
De Matos-Ala, J., & Hornsby, D. J. (2015). Introducing International Studies: Student Engagement in Large Classes. International Studies Perspectives, 16(2), 156–172. https://doi.org/10.1111/insp.12036
Deutsch, F. M. (2003). How Small Classes Benefit High School Students. NASSP Bulletin, 87(635), 35–44. https://doi.org/10.1177/019263650308763504
Dixon, D. H., Dixon, T., & Jordan, E. (2022). Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis. https://doi.org/10.64152/10125/73464
Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010). Student engagement in very large classes: The teachers’ perspective. Studies in Higher Education, 35(7), 761–775. https://doi.org/10.1080/03075070903545058
Fajaruddin, S., Retnawati, H., Setiawan, C., Apino, E., Arlinwibowo, J., & Rachman, D. (2024). Technology’s impact on language learning: Meta-analysis on variables and effectiveness. Journal of Education and Learning (EduLearn), 18(2), Article 2. https://doi.org/10.11591/edulearn.v18i2.21119
Gleser, L. J., & Olkin, I. (1996). Models for Estimating the Number of Unpublished Studies. Statistics in Medicine, 15(23), 2493–2507. https://doi.org/10.1002/(SICI)1097-0258(19961215)15:23%253C2493::AID-SIM381%253E3.0.CO;2-C
Goldstein, H., Yang, M., Omar, R., Turner, R., & Thompson, S. (2000). Meta-Analysis Using Multilevel Models with an Application to the Study of Class Size Effects. Journal of the Royal Statistical Society. Series C (Applied Statistics), 49(3), 399–412.
Hassan, E. A., Mohammed, A., & Ibrahim, A. (2021). Designing a Model Based on the Constructive Theory According to the Integrated E-learning Pattern and Measuring its Effectiveness in Achieving Grammar Rules among Students Teachers (Arabic language major) at the Faculties of Education at Sudanese Universi. Dirasat: Educational Sciences, 48(3), 55–73.
Hassan, I. N., Sitompul, N. C., & Nurjati, N. (2021). Hologram Technology For E-Learning Arabic Language Pre-Primary And Primary School. Akademika, 10(02), Article 02. Https://Doi.Org/10.34005/Akademika.V10i02.1487
Hassan, M. A., & Fook, F. S. (2014). E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students. Near and Middle Eastern Journal of Research in Education, 2012(1), 1. https://doi.org/10.5339/nmejre.2012.1
Hawamdeh, M. F., Khaled, M. M. B., Al-Barakat, A. A., & Rommel Mahmoud AlAli. (2025). The Effectiveness of Classpoint Technology in Developing Reading Comprehension Skills among Non-Native Arabic Speakers. International Journal of Information and Education Technology, 15(1), 39–48. https://doi.org/10.18178/ijiet.2025.15.1.2216
Hedges, L. V., & Olkin, I. (Eds.). (1985). Front Matter. In Statistical Methods for Meta-Analysis (p. iii). Academic Press. https://doi.org/10.1016/B978-0-08-057065-5.50001-4
Ismail, M., Ahmad, F. S., & Ma’ruf, M. A. (2023). The Impact of Learning Management System “arabi.id” Web-Based Application on Developing ArabicLanguage Skills. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 11(2), 213–232. https://doi.org/10.23971/altarib.v11i2.6591
Kern, R. (2024). Twenty-first century technologies and language education: Charting a path forward. The Modern Language Journal, 108(2), 515–533. https://doi.org/10.1111/modl.12924
Kizi, S. M. A. (2024). Online Platforms And Teacher-Student Interaction: Comparing Engagement Levels In Online And Offline Language Classes. Journal Of Social Sciences And Humanities Research Fundamentals, 4(09), 27–30. Https://Doi.Org/10.55640/Jsshrf-04-09-05
Kulkarni, C. (2014). Making distance matter: Leveraging scale and diversity in massive online classes. Adjunct Proceedings of the 27th Annual ACM Symposium on User Interface Software and Technology, 25–28. https://doi.org/10.1145/2658779.2661169
Lee, D., Morrone, A. S., & Siering, G. (2018). From swimming pool to collaborative learning studio: Pedagogy, space, and technology in a large active learning classroom. Educational Technology Research and Development, 66(1), 95–127. https://doi.org/10.1007/s11423-017-9550-1
Lee, H., & Lee, J. H. (2024). The effects of AI-guided individualized language learning: A meta-analysis. https://doi.org/10.64152/10125/73575
Lee, R., & Faulkner, M. (2011). The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning. E-Learning and Digital Media, 8(1), 58–67. https://doi.org/10.2304/elea.2011.8.1.58
Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137. https://doi.org/10.1080/09588221.2020.1774612
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