• Karima Matar Almazroui Mohamed bin Zayed University for Humanities, Abu Dhabi, United Arab Emirates




Arabic language teachers, COVID-19, learning loss, online learning, pandemic


The COVID-19 pandemic dramatically disrupted the way people live. The education sector was particularly impacted, with school closures and a shift to online teaching having a detrimental impact on learning for many students. This learning loss will continue to pose difficulties for students and teachers in the coming years, and traditional intervention methods may have limited effectiveness. This study explored the challenges of online teaching among 26 school teachers in the United Arab Emirates (UAE). Findings from quantitative data gathered through questionnaires showed that the main challenges faced by teachers included lack of readiness, lack of subscription to relevant or necessary platforms, and lack of resources for online learning among teachers and students. Several solutions to such challenges are proposed, such as rethinking the issue of depth versus breadth within the curriculum, utilizing retired and expert teachers in certain content areas, allocating time for interventions, rethinking scheduling and student grouping, and enhancing support from teachers and parents to ensure adequate access to online resources.


Download data is not yet available.


Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part 2 – Descriptive studies. Perspectives in Clinical Research, 10, 34-36.

Al-Assaf, D. M. (2021). Challenges of distance learning in language classes: based on the experience of distance teaching of Arabic to non-native speakers in light of the coronavirus pandemic. Journal of Language Teaching and Research, 12(3), 444-451.

Alvi, A. H., Bilal, S. M., & Alvi, A. A. (2021). Technology, pedagogy, and assessment: challenges of COVID-19-imposed e-teaching of ESP to Saudi female PY Students. Arab World English Journal(1), 334-353.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. doi:10.1037/0022-3514.41.3.586

Devi, P. S. (2017). Research methodology: A handbook for beginners. Chennai: Notion Press.

Fischer, H. E., Boone, W. J., & Neumann, K. (2014). Quantitative research designs and approaches. In N. G. Lederman, & S. K. Abell, Handbook of Research on Science Education (pp. 18-37). New York, NY: Taylor and Francis (Routledge).

Haron, A. S., & Rakami, N. M. (2021). Teaching Arabic language from home for secondary schools during pandemic COVID-19 lockdowns in Malaysia: practices and challenges. Seminar Inovasi Pendidikan Islam dan Bahasa Arab. Malaysia.

Kasradze, T., & Zarnadze, N. (2021). Learning losses caused by the Covid-19 pandemic - A significant threat to economic development. European Journal of Education, 4(1), 92-104.

Kerras, N., & Essayahi, M. L. (2022). Education and COVID-19: learning Arabic language and perspectives. The Electronic Journal of e-Learning, 20(1), 36-52.

Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-19 epidemic: teachers' responses to school closure in developing countries. Technology, Pedagogy and Education. doi:10.1080/1475939X.2020.1851752

Mohammed, G. M., & Mudhsh, B. A. (2021). The effects of COVID-19 on EFL learners' anxiety at the University of Bisha. Arab World English Journal (1), 209-221.

Opuku, A., Ahmed, V., & Akotia, J. (2016). Choosing an appropriate research methodology and method. Routledge.

Rahmawati, & Febriani, S. R. (2021). Investigating the problems of learning Arabic for Islamic universities in the era of COVID-19 pandemic. International Journal of Language Education, 5(4), 324-336. doi:10.26858/ijole.v5i4.19732

Riwanda, A., Nor, S., Ridha, M., & Islamy, M. I. (2022). Assessing Arabic teachers' assessment methods in evaluating students' literacy. Advances in Social Science, Education and Humanities Research, 633, 198-206.

Timar, T., & Moraru, R. (2011). Learning theories-a psychological overview. Journal Agora, V(2), 7-22.

Wahyudi, A. (2021). Learning loss during COVID-19 pandemic in Indonesia and the strategies to minimize it. Journal of English Education and Linguistics, 2(2), 18-25.

Zhdanov, S. P., Baranova, K. M., Udina, N., Terpugov, A. E., Lobanova, E. V., & Zakharova, O. V. (2022). Analysis of learning losses of students during the COVID-19 pandemic. Contemporary Educational Technology, 14(3), 1-10. doi:10.30935/cedtech/11812




How to Cite

Almazroui, K. M. (2023). LEARNING LOSS FROM COVID-19 EDUCATION POLICIES: A DESCRIPTIVE STUDY OF TEACHERS IN THE UAE. International Journal For Research In Social Science And Humanities, 9(6), 24–34. https://doi.org/10.53555/ssh.v9i6.2246