The Impact of the Numbered Heads Strategy on Addressing the Difficulties of Learning Grammar among Non-Arabic Speakers – An Applied Model –

Abstract

This study presents an investigation into the use of the Numbered Heads strategy as an innovative teaching method to address difficulties in learning grammatical rules among learners who are non-native speakers of Arabic; learners often struggle to grasp grammatical rules through traditional methods, leading to repeated errors and weak classroom interaction.

Accordingly, we will focus on presenting an applied model that demonstrates how to employ this strategy in the classroom and its effect on students’ achievement and understanding of grammatical rules.

            Thus, through this research paper entitled: The Numbered Heads Strategy and Its Effect on Solving Problems in Learning Grammatical Rules for Non-Native Arabic Speakers — An Applied Model — we seek to answer a central question: To what extent does the Numbered Heads strategy contribute to solving problems of understanding grammatical rules among non-native Arabic learners and improving their linguistic achievement?

Preliminary results have shown that using Numbered Heads increases student interaction, focus, and speed of comprehension, and facilitates the treatment of common errors in syntax and morphology.