Özet:

With the rapid increase of technological developments, significant changes have occurred in the world. The rapid spread of technology throughout the world affects life in all aspects. The newly developed technologies also enable innovations in education. The use of technology is also attracting the attention of researchers working in the field of foreign language education. When studies on the subject were reviewed, it was found that there were little studies aimed at integrating Arabic writing skills with enhanced reality technology. Studies aimed at supporting Arabic writing skills, as in other languages, are needed, especially the spread of applications available in mobile environments and applications using enhanced reality technology that will attract the interest of today’s students. This study aims to evaluate the use of enhanced reality technology for the ability of Arabic students to write. In the research, the internal-designed method, which is from the research patterns of the karma-methode to be able to reach and analyze quantitative and qualitative data, was used. In the quantitative part of the study, the pre-test final-test single-group pattern was used. The established achievements have been applied to the ArabicAR work group, a mobile application supported by augmented reality technology. With the pre-application pre-test, the post-application final-test, the contribution of ArabicAR to the Arabic writing skills of students has been determined. In the qualitative part of the study, the case study was applied in order to determine the contribution of the use of technology to Arabic writing skills. Portfolios created within the course were studied in order to get information about the development of students. In this regard, the contribution of the application to the Arabic writing skills was determined by document reviews. Also, the experiences of those who use the mobile application developed with enhanced reality technology have been recorded with interview forms. The research was carried out in the 2019-2020 educational year with volunteer 86 bachelor students in the higher education stage. The study group is determined by the appropriate sampling method of non-selective sampling methods. Technical support and the infrastructure status are also considered appropriate to be selected from the students in the institution where the researchers work. When data collection tools were studied, a survey developed by the researcher was used to determine the contribution of augmented reality technology to Arabic writing skills. All posts are made up of 6 positive statements. One of these ingredients is open. The other ingredients are made up of expression in the type of 5 likers. In the study, the student portfolio files were also examined. These reviews were evaluated by an expert in the teaching of Arabic, and his opinions and notes were also taken into account. According to the obtained data, the student’s qualifications are the pre-test score average of 2.92, the final test score average of 3.48. There is a difference of 0.56 points between the two tests. Related samples made to test the meaning of the difference between the pre-test and the final test score average showed that the difference between the pre-test and the final test is statistically meaningful according to the test results (p<.05). When it comes to the arithmetic average of this difference, it turns out that there is a significant difference in the benefit of the last test. When the student portfolio files are studied, the errors related to the incorrect linking of the letter before or after according to the position in the word were found 17% before application, 8% after application, 32% before application, 10% after application, 10% after application, 31% before application, 14% after application. These data show enhanced reality contributes to improving the students’ Arabic writing skills. The findings have shown that the application developed using enhanced reality technology has a positive impact on students’ level of self-qualification in Arabic writing skills. A large percentage of students (70%) meet with augmented reality technology for the first time. The majority of students (63) believe that the ArabicAR application contributes to the writing in Arabic. More than half of students (57%) have found that they recommended the ArabicAR application to their friends. When the student satisfaction with the use of the ArabicAR application was examined, the majority of students (65%) were satisfied with the application. This application aimed at the development of Arabic writing skills can also indirectly contribute to the Ottoman writing skills. It is necessary to develop applications prepared with similar enhanced reality technology to ensure integrity to acquire the skills required in language teaching in applications.

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