أثر مسرحة المناهج التعليمية في تنمية التحصيل المعرفي لدى الناطقين بغير العربية The Effect of Curriculum Dramatization on Enhancing Cognitive Achievement of Non-Native Arabic Speakers

Abstract

This study aims to demonstrate the effectiveness of employing educational drama through curriculum dramatization techniques in enhancing cognitive achievement among non-native Arabic learners.

Curriculum dramatization involves transforming educational content into interactive dramatic scenes, presented within the classroom environment in a lively performative manner, integrating both the cognitive and emotional aspects of the learner, and contributing to the development of understanding and interaction with the academic material

The study adopted the descriptive-analytical method to observe the phenomenon and analyze its educational and linguistic dimensions, focusing on the extent to which this educational mechanism aligns with the characteristics of non-native Arabic learners and their linguistic needs at different educational stages. The results indicate that dramatization is an effective tool for consolidating concepts, activating memory, strengthening expression and interaction skills, and helping to reduce the boredom and monotony associated with traditional teaching methods.

The study recommends integrating dramatization techniques into Arabic language teaching strategies for non-native speakers, especially in programs aimed at developing linguistic and communicative competencies, due to their clear positive impact on improving achievement levels, enhancing motivation, and facilitating the transition from theoretical understanding to practical application.