1. INTRODUCTION :

The process of acquiring a concept is a natural process, but it is not automatic or easy; it happens on a daily basis, as this process involves recognizing the similarities and differences between existing things, and the formation of categories or varieties of them based on their similarity, and concepts have been stripped of these categories and categories, as the acquisition and formation of the concept is influenced by several factors such as motivation, previous experiences, the culture of society and its civilizational achievements, and concepts are usually acquired from perceptions obtained through the five senses; in addition to the product of imaginative thought, as well as the personal experience of the individual, the concept is usually formed by dealing with the stimuli they face, the situations and experiences they go through, so they have a mental image of it based on their perception of the trait or a group of traits or a group of traits in common with them, and the formation of the concept and its learning becomes wider as the individual grows and his knowledge and experiences increase. (Al-Ahdal, 2004, 7).

The grammatical concept denotes the mental image of the function performed by the word in the sentence, purely and compositionally, and it reflects the essential features of a word or a group of words related to each other, and lead to understanding the linguistic phenomenon, and these features are grouped to denote the grammatical concept, which are abstract mental images, expressing a linguistic term for the environment of the word and its structures, and its relationship to others in one sentence. (Al-Zahrani, 2013) it is an abstract thinking formula that reflects the essential features of a word or a group of words with an existing relationship between them, to lead to understanding the linguistic phenomenon, and the grammatical concept is formed through the convergence of these features to denote the grammatical section.

Inverted learning is an educational strategy based on the use of modern technologies and the internet, and allows the teacher to prepare lessons through videos, audio files or multimedia, for learners to view them before coming to class, where class time is allocated to answer learners' questions and conduct activities and trainings. (Al-Salami, 2019, 157) inverted learning is one of the modern technical solutions to treat the weakness of traditional learning and develop the level of thinking skills among learners. inverted learning is a teaching strategy that includes the use of technology to benefit from it in the educational process. (Al-Zain, 2015, 173).

The acquisition of concepts can be inferred because the measurement of concept acquisition is like any other aspect of the learning process, so the acquisition of concepts can be measured through the use of written and oral tests in their various forms, and through discussion and observation, Whatever the measurement method, the learners ' concept learning can be judged by the availability of the following conditions in:

1. they should verbally express the grammatical concept, that is, the definition of the concept from its various dimensions and what it indicates.

2. to distinguish between positive examples to which the grammatical concept belongs, and negative examples to which the grammatical concept does not belong; they use the grammatical concept that they have learned, and this is called the transition of the learning effect, as there is no value for learners to know the grammatical concept unless they are able to benefit from it in new situations.

3. to understand the hierarchical relationship that connects the grammatical concept they have learned with other grammatical concepts that fall under it or that belong to it. (Ashur and Al-hawamda, 2007, 294).

2. THE SEARCH PROBLEM:

Through my teaching of the subject of Arabic grammar, the researcher sees that educational institutions are still far from achieving the desired goals of education, and the fact that the subject of Arabic grammar needs an educational applied aspect to install grammatical concepts in their minds, because the grammatical concept represents the mental image of the function that leads to knowledge of the semantic and lexical concept, so the methods adopted in education do not achieve the educational goals of teaching the subject of Arabic grammar, (Zayer and Dakh, 2013, 59) and the nature of grammatical concepts requires a special ability of understanding that enables it to extrapolate and explain, unlike what prevails in the traditional method is based on memorization and memorization, so the researcher sees a clear weakness in the acquisition of grammatical concepts, which is reflected in the impossibility of achieving this from the learner. (Al-Tamimi, 2015, 19) from the foregoing, the researcher believes that the success of education is largely related to the success of the method, because the good method addresses many of the shortcomings in the curriculum, the weakness of learners and the difficulty of the textbook course, hence the need arises for us to adopt effective modern teaching strategies and methods in the field of teaching grammar to overcome the shortcomings and weaknesses in the methods adopted, (Sabry, 2003, 112) the researcher believes the adoption of the inverted learning strategy, as it represents a clear vision of .

3. THE IMPORTANCE OF RESEARCH:

The importance of research is to capture the following:

1. Highlighting the concept of inverted learning strategy and its role in enhancing the learner's self-learning, by providing pre-educational content that the learner can learn from at home or at any time convenient for him, this gives the learner the opportunity to understand grammatical concepts more deeply, and helps him develop critical thinking and problem-solving skills.

2. The importance of the inverted learning strategy is that it allows the teacher to customize learning for each learner according to his needs and abilities, and this helps to achieve the goals of grammar education more effectively, and helps reduce individual differences between learners.

3. The importance of the inverted learning strategy in that it provides opportunities for interaction between the teacher and the learner in the classroom, through activities and discussions that focus on the application of grammatical concepts, and this helps to enhance the learner's understanding of grammatical concepts, and helps him develop communication skills and effective communication.

4. Inverted learning gives learners control over the learning process, which helps to increase their motivation to learn, and this leads to better acquisition of grammatical concepts.

5. The use of inverted learning improves learning outcomes in the field of grammar, in terms of understanding grammatical concepts and their application.

6. Inverted learning saves time and effort for teachers; by transferring the role of the teacher from providing information to supervising and directing learning, this allows teachers to focus on activities that support the acquisition of grammatical concepts in learners.

4. RESEARCH OBJECTIVE:

Acquisition of grammatical concepts in the light of an inverted learning strategy.

5. LIMITS OF RESEARCH:

Arabic language topics.

6. STUDY TERMS AND THEIR PROCEDURAL DEFINITIONS:

6.1. Grammatical concept: a grammatical term that performs an important function in systems, affects and is influenced by the morphological, phonetic or semantic state contained in speech (al-Abdallah, 2014, P.17), which is a mental perception formed by the learner based on his understanding of the verbal and functional significance of the grammatical term assigned to him, its distinguishing features and characteristics that adjust it into a grammatical base, and then the transition of learners to the correct linguistic expression (onion, 2015, p. 128).

It is defined procedurally as: a mental perception with verbal significance formed by basic eighth-grade learners about a grammatical term that has a base, characteristics and features that distinguish it from others, and helps it move to the space of expression, speaking and listening, and can be measured by the degree obtained by basic eighth-grade learners in the achievement test of grammatical concepts prepared for this purpose.

6.2 acquisition: a quantity of information that the learner obtains and retains, from which he is able to refer to it when needed (Zayer and Dakhel, 2013, p.156).

It is defined procedurally as: the ability of basic eighth grade learners (research sample) to obtain the amount of graduated information that he acquires through exposure to an educational situation (educational strategy: inverted learning) to have a scientific outcome to benefit from in his working life.

6.3 inverted learning: an educational model that aims to use modern technologies and the internet in a way that allows the teacher to prepare the lesson through videos, audio files or other media, for learners to view at home or anywhere else using their computers, smartphones or tablets before attending the lesson, while the lesson time is devoted to discussions, projects and exercises.

Procedurally, it is defined as an interactive environment containing videos, educational flashes, and presentations, where learners watch lessons at home, while the teacher uses the time in the classroom by providing an active interactive learning environment in which learners are guided and apply what they have learned.

7. PREVIOUS STUDIES:

7.1. the study of Radwan et al. (2020), Egypt.

Development of some grammatical concepts associated with the nominal sentence in the pupils of the sixth elementary grade using the Inverted Row strategy.

The study aimed at developing some grammatical concepts associated with the nominal sentence among sixth-grade primary students, using the Inverted Row strategy, and to achieve this, the researcher prepared a list of grammatical concepts associated with the nominal sentence for sixth-grade primary students, a test was also built to measure grammatical concepts, and the study was applied to a group of sixth-grade primary students numbering (62) pupils, divided into two groups: an experimental group of (31) pupils studied using the Inverted Row strategy, and a control group of (31) pupils studied using the Inverted Row strategy grammatical concepts associated with the nominal sentence were used using the usual method of teaching, and the test of grammatical concepts was applied to the study sample both anteriorly and post -.

The study reached a set of results, the most important of oikwhich are: the development of grammatical concepts as a whole (concepts of scribes) among sixth grade primary students using the Inverted Row strategy, and the development of grammatical concepts individually, and the study recommended the need to train teachers of the Arabic language to develop their professional skills in using the Inverted Row strategy in teaching and developing grammatical concepts associated with the nominal sentence.

7.2. Allam Study (2020), Egypt.

The impact of using an inverted classroom strategy supported by corrective feedback patterns on the development of grammatical concepts and self-learning skills in non-Arabic speaking students.

The study aimed at developing grammatical concepts and self-learning skills among non-Arabic speaking students.the research group consisted of (13) male and female students of non-Arabic speaking students from the Russian universities of Dagestan and pytagorsk. the researcher used the following tools: a list of grammatical concepts and self-learning skills needed for non-Arabic speaking students, a student activities booklet, a teacher's guide to teaching topics using strategy, testing grammatical concepts, and a self-learning skills scale. the research results have resulted in the effect of using an inverted classroom strategy supported by corrective feedback patterns in the development of grammatical concepts and self-learning skills in non-Arabic speaking students.

7.3. Study of Heridi et al. (2021), Egypt.

The use of the inverted classroom strategy for the development of some grammatical concepts and the independence of learning in secondary first graders.

The study aimed to reveal the effectiveness of using the inverted classroom strategy to develop some grammatical concepts among first-grade secondary students.the researcher selected the research sample of a group of first-grade secondary students consisting of (60) female students, and they were divided into two groups: one of them was experimental and represented by the new gerga secondary school for girls and numbered (30) female students, and the other was an officer and represented by the dimensional secondary school for girls and numbered (30) female students. the measurement tools consisted of testing the acquisition of grammatical concepts of some dimensions of concepts in the light of a model "Wisconsin" prepared by "fryer et al." to measure and evaluate the learning of the concept namely (the name of the concept, the meaning of the concept, the characteristics of the concept "characteristic and non-characteristic", examples of the concept "positive and negative").

The study found significant differences between the average scores of the students of the experimental group and the scores of the students of the control group in the dimensional application of testing grammatical concepts as a whole and each concept separately in favor of the experimental group, and the presence of significant differences between the average scores of the students of the experimental group in the tribal and dimensional applications of testing grammatical concepts as a whole and each concept separately in favor of the dimensional application.

8. THEORETICAL FRAMEWORK:

First: Acquisition of Grammatical Concepts:

Grammatical Concepts:

Learning and teaching the Arabic language is easy and easy if the teacher can divide and describe it into basic concepts. Arabic grammar is the Rhythm Controller of this language and dividing it into concepts helps to make it easy to teach it to learners in a way that helps them to use it correctly. in Arabic grammar, there are basic concepts, and each concept branches off from a set of sub-concepts and combines features and characteristics of each concept that distinguish it from others and define it.

Definition of Grammatical Concepts:

The concept is a set of mental inferences that an individual makes for backward phenomena in order to enable him to understand, interpret and employ them in new situations.

Al-Zahrani (2013, 98) also defined the grammatical concept as: an abstract mental image formed by the learner about the word, its structure and relationship with others in the sentence, and it has a rule that adjusts its characteristics and attributes; to indicate the grammatical section to which it belongs, so that it can be distinguished from others, and to judge the abnormal for clearly departing from it.

Since the grammatical concept does not differ much in its definition from the concept in general, and from the researchers who dealt with this term, we find the researcher Khayat (1982, 40), where grammatical concepts are defined as: abstract thinking formula that reflects the essential features of a word or a group of words with an existing relationship between them, to lead to an understanding of the linguistic phenomenon.

Most of the researchers in linguistic studies, especially those who knocked on the door of the Arabic grammar, first turned to the concept and provided definitions for it that became almost similar, and they put it into practice and application, and it was considered the basic building block of their linguistic study that targeted the Arabic grammar.grammatical concepts as they knew them and they agreed on their definition, it is an abstract mental perception of things, and these things combine qualities and characteristics that distinguish them. it is a collector of qualities and characteristics of a group of things that fall under a general framework, which is known as the grammatical concept.

Therefore, the researcher believes that the grammatical concept is a mental perception of a set of things that are combined by specific qualities and features, which makes them fall under a general framework, which is known as the main concept and branches from a set of sub-concepts.

The Importance of Learning Grammatical Concepts:

Many educators believe that one of the most important goals of educational educational institutions when teaching various school subjects is to emphasize the learning and development of concepts; because they represent the basic building block of learning, as learning concepts means that the activity that the learner does when he combines two or more things for classification, which leads to the growth of his concepts, and if new or different things are presented to him, he can classify them correctly; so that he can distinguish between examples.

We find that the interests of educators have been directed towards learning concepts as the most important learning products, and they also help the individual to organize his cognitive environment in a meaningful way, they help him to move from primitive knowledge to correct, developed knowledge. (Taghreed Imran, 2004, 59)

The Basic Stages of the Formation of a Grammatical Concept:

Grammatical concepts are considered tools of thinking and deduction in linguistic studies, so more attention should be paid to their formation and development among learners, and the sure thing that should be pointed out is the difference in the semantics used towards the formation of a grammatical concept, or the development of a grammatical concept by thinking, and whatever the term used, the general goal is to know the stages:

1. Observation stage: in which the learner is exposed to various experiences and stimuli, also known as the sensory work stage, and in which the grammatical concept is formed.

2. Comparison stage: in which the learner distinguishes between the characteristics common to each grammatical group of these experiences and stimuli.

3. The stage of abstraction: in which he extracts the exact qualities of each grammatical concept, giving the examples shown to him. (Taima et al., 2007, 8).

4. Generalization stage: i.e. the formation of what are known as systems of grammatical concepts that form relationships between grammatical concepts, the learner here is required to look for practical evidence proving the truth of any hypothetical relationship, not just linking grammatical concepts to each other. (Khader, 2006, 333).

It becomes clear to us that there are steps that contribute to the acquisition of the concept and its formation, starting from sensory perception or observation, then balancing, followed by abstraction and finally generalization, and in this way the learner learns grammatical concepts from multiple experiences, the acquisition of grammatical concepts starts from tangible vocabulary and ends with general ideas.

Al-Khawalda Explains the Stages of Learning the Concept in the Following Form:

Types of Grammatical Concepts:

Grammatical concepts have types that are divided into two main parts, the first is the way they are perceived and the second is their levels, and the first is divided into Main and abstract concepts, and the second into elementary and derived concepts, and this is what we will learn about below:

1. In Terms of the Way of Perception of Grammatical Concepts:

A. Perceptible concepts: these are those concepts whose meanings can be perceived by the method of observation using the senses or sensory aids.

B. Abstract concepts: these are those concepts whose meanings can be perceived by observation, but to realize them it is necessary to carry out mental operations and mental perceptions.

2. In Terms of Their Grammatical Levels:

A. Initial concepts: these are the basic concepts that cannot be derived, as they must be known before knowing the associated sub-concepts, so the concept of the actor requires knowledge of the concept of the singular noun, and the dual name and the concept of the subject requires knowledge of the concepts of the verb and the subject, and so on.

B. Derived concepts: they are those concepts that cannot be derived from other concepts.

Grammatical concepts can also be classified into more precise classifications related to grammatical topics, for example, we can be classified into nominal concepts (such as the name of the expressed, built and masculine....), And actual concepts (such as past tense, predicate, and imperative), Literal concepts, lift concepts, erect concepts, and so on. (Abu Saidi, 2009, 88)

Components of the Grammatical Concept:

A grammatical concept is a mental construct formed by the learner as a result of perceiving relationships, properties, or common features between a group of stimuli, and enables the learner to classify the group of stimuli in a certain category expressed by a certain term that has verbal significance, and therefore some researchers have seen that the concept as a mental construct consists of several components, namely: (taimeh, et al., 2007, 69; Shaaban, 2016, 34)

1. The name of the concept: the name refers to the type, the variety to which the concept belongs, or it is a word or term introduced to a certain category such as: affixes, affixes, infinitive, adjective, verb, noun, letter.

2. Definition of the concept: it is meant by that phrase that defines the qualities of the concept and distinguishes it, and also determines how these qualities are related, for example, the actor is a raised name that occurs after an action based on knowledge, and indicates who did the action or characterized it.

3. Representative and non-representative examples of the concept: i.e. providing examples of the concept, for example, if the concept is refs, the positive examples of it are the actor, the initiator and the news, the name was, news if, or if the concept is the object, then the initiator and the news, the name was and news if are not examples of it, or they are negative or non-belonging examples.

4. Features or qualities of the concept: distinctive and non-distinctive to it, on the basis of which the examples of the concept are distinguished, and concepts differ in terms of the qualities that distinguish them and the relationships they imply, or are the general manifestations or qualities that make us put examples within a certain category, or a specific group, in the concept of the actor, for example, the actor is a noun not a verb, or be a hidden or apparent conscience and be raised.

5. Distinctive value: it includes everything that is familiar in the concept, but the unusual is outside the value, or it is the value that distinguishes the concept from other concepts whose characteristics or qualities do not have a rate of values, and the distinctive value of the actor here from others is that it may come hidden in the sentence of Muhammad came rushing, the actor here came with a hidden conscience.

6. The rule of the concept or law: it is the phrases that define the concept, such as the actor is a raised name that indicates who did the deed, described it or assigned to it, or the so-called misconceptions of grammatical concepts.

Characteristics of Grammatical Concepts:

A set of characteristics to which the grammatical concept belongs can be identified, and they are summarized as follows:

1. Symbolism or abstraction: a grammatical concept symbolizes an attribute or a set of abstract features, for example (the concept of a verb or a predicate) symbolizes all grammatical knowledge, united by common features in denoting an event that occurred or falls at a certain time. (Musa, 2001, 129) (Al-Mutairi, 2013, 18).

2. Distinction: it means that the grammatical concept classifies the grammatical features that fall under it and distinguishes them from the features that fall under other units of grammatical construction, such as the rule and style, the (concept of singular case), for example, distinguishes the features that fall under it (nominative, singular, statement of the body) from the features and concepts that fall under any grammatical rule, such as the rule of setting the present tense, which includes concepts such as the present proper, weak, hollow and others, and all this requires certain features such as weakening, morbidity and increase. (Mona el-Sisi, 2016, 20).

3. Generalization: the grammatical concept does not apply to a specific meaning, or a particular situation, but applies to a set of meanings and situations that share the same features, for example, the concept of actor does not apply to a specific actor, but applies to everything that has the characteristics of the actor, which distinguishes one concept from another concept that falls under the degree of generality of this concept, for example, the concept of name includes a high degree of generality while other concepts included in it such as the shortened name, flag, nickname, nickname, less general. (Saada, and Youssef, 1988, 60) (Abdul Hafiz, 2005, 34) (taamiya, 2007, 104)

4. Degree of complexity: concepts differ in the number of characteristics and dimensions necessary to define them, concepts that depend on many dimensions are considered more complex than concepts that depend on a few dimensions, and examples of it in the grammar, the concept of composite science is less complex than the concept of science because it is one of the types of science. (Bawazir, Qurban, 2011, 21)

5. Observation: it is a product of the formation of the concept, and the concept appears through the examples provided to demonstrate the applicability of the grammatical concept, such as observing the changes that occur as a result of the entry of Kan and her sisters on the nominal sentence. (Solomon, 2012, 104)

6. Amenable to growth and development: concepts do not suddenly appear in the learner's mind, but he has a mental image that grows in his mind with the growth of his ability to understand them, and develops to use them as a means of correct linguistic expression. (Onion, 2015, 255)

7. Previous experience: concepts depend in their formation on the previous experience of the learner and his educational background, as concepts change from simple to complex and complex, from tangible to abstract, and the period that these changes take depends on the learner's intelligence and the available opportunities available to him to learn. (El-Sherbini, Sadek, 2005, 68)

Actions That Contribute to the Learning and Development of Grammatical Concepts:

There are many procedures and guidelines that work on the development and learning of grammatical concepts, and they are as defined by each of (Abdul Moneim, 2011, 279; Abdullah, 2015, 626):

1. Taking into account the gradation in the presentation of concepts from easy to difficult, and from simple to complex, in a simplified manner for learners, and linking them to their reality and experiences.

2. Giving the name of the concept followed by clarifying its features by giving as many examples that include those features, helping learners to extract and identify the common basic features of the concept, and then applying these features to all elements of the concept category and other similar cases while mentioning new examples of the concept.

3. It is important that the learner feels his need for grammar rules and concepts, and feels their presence, as learners should have many opportunities to speak and write, and in which he uses the rule, and then he feels the need to know it and makes an effort to learn it, and feels its value in his life.

4. Urging learners to acquire grammatical concepts by associating them with a meaning or action that they do to remain as long as possible in memory, and helping them to form a mental perception of each concept in their cognitive structure.

5. Organizing the curriculum in the form of main concepts, as each concept includes a set of related facts.

6. Using teaching methods that allow learners to participate effectively during learning, and help organize concepts.

7. Knowing the extent to which learners need the concept targeted for their development.

8. Identification of the concept that the teacher wants to teach and develop for the learner.

9. Determining what should be available of the necessary requirements; so that the learner's understanding of the concept can be achieved easily and easily.

10. Identify the distinctive features of each concept.

11. Giving examples and non-examples of the concept, to know the extent of the learner's ability to distinguish and differentiate between them.

12. Provide the learner with the opportunity for adequate practice and training to acquire concepts.

Second: the Inverted Learning Strategy:

Inverted learning is one of the modern strategies that integrates modern technology with education, and is based on the heart of the educational process. what was given to learners of new concepts in the classroom, and performing tasks and duties at home, the learner has become receiving new concepts at home through modern technological technologies in the form of digital content, the learner can watch it through the web at the place and time that suits him, so he can watch the scientific content as many times as he wants based on individual differences, and the classroom turned to discussion and dialogue.

The Genesis of Inverted Learning:

The inverted learning strategy is a modern strategy in education and its origin dates back to the baker world. he was the first to come up with the idea of inverted teaching, where the idea of using technology as a tool to transfer scientific material outside the classroom came to his mind, but he was met with some difficulties in the methods of delivering educational content to learners, but after the advent of advanced LMS education management systems, Baker overcame those difficulties, as the educational content management system appeared online in 1995, as that system enabled him to upload electronic slides containing points and information for lessons and make them available to learners Baker explained the idea of using this model in the learning process, saying that the main concept that I applied in that classroom was to change the routine of transferring information that was based on the content outside the classroom and transfer it instead through presentations and to make lesson time available to learners so that they apply the principles they learned from that content shows where your role is while supervising what learners are working on, answering their questions and making suggestions. (Al-Kahili, 2015, 23)

Baker presented the research paper (the heart of the classroom system: using web-based course tools to become the guide) in 2000 at the XI international conference on teaching and university education, where Baker proposed a model of the heart of the classroom system in which the teacher uses web tools and web-based lesson programs online education while the learner does homework in the classroom and the learner has enough time to delve deeper with effective teaching activities and collaborative efforts with other learners. (Wahiba, Omar, 2019, 191-192)

While Bergman and Sam (Bergman and Sam, 2014), two chemistry teachers, are considered to be the early pioneers of the inverted learning method in teaching, when they tried to help learners who are absent from their lessons due to illness or other excuses in communicating with school lessons since it is not possible to compensate lessons for each absent learner alone, so they decided to make video recordings of a group of lessons to help learners who cannot come to school to watch them at home. (Dark, 2019,2) and these materials were sold for a symbolic amount, but even the learners present resorted to buying the same product, in order to strengthen their concepts and enhance their learning, the idea came that it was time in how to exploit the lesson, and the idea of applying the inverted learning strategy took off. (Bergman and Sams quoted by Tueker, 2012)

The Concept of Inverted Learning:

Blended learning has emerged to take advantage of the advantages of both online e - Learning and traditional face-to-face learning in the classroom, and overcome its disadvantages.

The general idea of blended learning is to integrate e-learning and traditional learning together, to improve learners ' learning, but blended learning remained for a long time lacking applied strategies and procedures through which it could be applied realistically in the educational process, until the inverted learning strategy appeared, which is a clear mechanism procedure to apply the basic idea of blended learning in the educational process. (Abraham, 2017, 426)

The term inverted learning refers to the fact that what was traditionally performed in the classroom is now performed at home, and what was traditionally performed at home as an assignment or homework is now completed in class. (Bergman, Sams, 2014, 41)

The constructivist theory is the philosophical basis on which the inverted learning strategy was built, especially that the constructivist philosophy emphasizes self-learning, searching for knowledge, interacting with it, and building it independently, as the learner is a researcher and active, looking to access information sources, collects and analyzes data, to provide the optimal solution to the problem, and also relies on his previous knowledge to learn, and the role of the teacher is guidance and guidance, clarifying concepts, organizer of the learning environment, provider of teaching tools, and participant in the management and evaluation of learning. (Rajaratnam and Suzanna, 2015)

Definition of Inverted Learning:

Inverted Learning Is Called by Several Names, Including Inverted Teaching, Inverted Class Room, Reverse Learning, And Bounce Learning, And Has Several Definitions:

Masry 2022 defined it as a teaching method based on preparing lessons in the form of presentations accompanied by educational films and presented to learners through the WhatsApp platform or CDs to be watched at home, recalled and answered some questions before attending school, then the learner comes to the school to carry out investigative activities, educational assignments, trainings and exercises prepared by the teacher, then the teacher follows up and reviews the learners ' answers to determine who answered the correct answers and directs them to help their peers who did not answer the questions and implement the activities.

From the researcher's point of view, inverted learning is a learning educational strategy that employs education in a modern way that is not synchronized with the lesson time by designing lessons using modern technological technologies and artificial intelligence, to be presented to the learner before the class, it transfers group learning to individual, and works to revive the classroom environment, making it an interactive environment that is a practical application of what they have learned previously, feedback, and the teacher works to be a facilitator of the educational process, a mentor and a guide, and this is achieved through the integration of technology in education.

The Importance of Using Inverted Learning in Teaching:

Teaching using the inverted learning strategy is one of the most prominent modern trends in the field of educational technology, in order to overcome the tradition of education by effectively integrating technology into education, where inverted learning relies on the opposite of what happens in the traditional classroom environment by transferring the initial learning process outside the classroom and allocating class time for more enriching learning activities, and the development of higher cognitive and mental skills among learners.

Teaching using inverted learning is considered to be one of the best practices that tries to adapt modern technologies to develop teaching methods; where the teacher in traditional education explains the lesson while leaving the learners to deepen the important concepts at home through home assignments, which does not take into account the prevailing individual differences between learners, but in teaching using the inverted learning strategy, the teacher prepares a visual and audio file, through which he explains the concepts and cognitive aspects of the skills and values to be acquired for learners, to be accessible to learners and available to them all the time before coming to the classrooms, so that learners general and average performers can view interactive content several times according to their mental abilities; then they can absorb new concepts and develop skills and target values. (Abdul Ghani, 2016, 204) and (Ismail, 2015, 182).

Teaching using the inverted learning strategy also gives the learner the opportunity to learn whenever he wants, enhances communication and cooperation between learners and teachers and keeps learners away from boredom, and at the same time makes these learners responsible for their learning by providing the content of online lessons and providing the opportunity to learn them by themselves, which saves time for learners who need more time and practice what has been learned by themselves inside the classroom face to face with the teacher, which increases the chances of interaction between the learner and the teacher, and between the learners themselves (Al-Far, 2015, 659).

The importance of using inverted learning according to (Bergmann and sams, 2012, 49-61) and (Scherman, 2015, 184-192) can be determined by the following points:

1. In line with the requirements of the era, such as the data of the digital age.

2. The learner is the focus of the education process.

3. Focus on higher learning levels.

4. Learners take responsibility for their own learning.

5. Gives learners instant feedback and reduces the teacher's paper performance.

6. Increases the time of discussion as a dialogue with the teacher.

7. Provides the necessary opportunity for evaluation and treatment.

8. Helping academically struggling learners.

9. All learners participate in learning.

Based on the above, the inverted learning strategy improves the educational process by taking advantage of the accelerated technological development witnessed by the era, activating the role of the learner in the educational process and making him an essential partner in it, and even the focus of its various activities, at the same time giving the teacher a more effective role than just lecturing in the traditional way, and then providing adequate opportunity for the teacher to perform his full roles through the design and implementation of accompanying learning activities, managing learning situations positively, so that he can take into account the prevailing individual differences between learners and help them achieve the target learning outcomes effectively. Teaching using the inverted learning strategy also achieves a balance between teaching methods in the development of cognitive, skill and emotional aspects of the learner in an integrated manner, and in a way that contributes to the development of his confidence in himself and others and in what he learns, by solving the opportunities for self -, individual and cooperative learning that are available to the learner while watching educational videos, viewing educational materials alone, acquiring knowledge and information, and then discussing them with colleagues under the supervision and guidance of the teacher inside the classrooms.

The importance of using the inverted learning strategy is that it is available to everyone, not limited to learners tasked with learning, but anyone can learn through this strategy because it is available on the internet, and helps them in their scientific progress, and this is what we notice with many people who are interested in a science other than their exact specialization.

The Arabic language is one of the six languages adopted in the world, and it is spoken by more than one and a half billion, and its concepts are many, and this strategy allows all Arabic speakers with a specialty or other to watch educational videos to reach the concept and achieve the desired benefit from its existence and investment by any learner who has difficulty learning and recognizing one of the linguistic and grammatical concepts.

Characteristics Of the Use of the Inverted Learning Strategy in Arabic Language Teaching:

Language is a means of communication, and the Arabic language is a loose and complex language, and the first goal is to teach it as a specialty with two main goals, the first of which is to understand it when you hear or read, and the other is to understand others when talking or writing, and these goals represent the four language skills that every language learner should have, so the inverted learning strategy had to have a set of characteristics that seek to achieve these goals, perhaps the most important of which are: (Tony, 2019, 63)

1. Focusing on the educational content that allowed learners to learn through their own speed, whether through watching video files or in the production of electronic files.

2. The adoption of inverted learning on the previous experiences of the learner, which he did outside the classroom in the formation of new learning, such as acquiring a certain language base or understanding a lecture, which led to the acquisition of new experiences and then refined and guided by what was done inside the classroom.

3. The clarity of the inverted learning goals and the clarity of the tasks of the teacher and the learner in it had a great role, especially with the cooperation and communication between the learners and the teacher, and between the learners themselves before attending the lecture inside the classroom, which led to the use of the class time to the maximum and contributed to learning the required skills.

4. Larners show a positive trend towards modern teaching methods and strategies that are far from traditional methods, and the inverted learning strategy has contributed to providing a great opportunity for active participation of learners in the learning process, especially since the Arabic language is a complex and deep language that needs effective and fun activities that help to adjust many of its concepts.

5. inverted learning enabled learners to have more time to learn within the classroom, discuss with the teacher, and work in groups, which enabled them to practice scientific skills to manage personal knowledge more.

The above characteristics indicate that inverted learning is one of the most important technological solutions to treat the problems of traditional education, it helps to develop the learner's thinking; where the teacher is able to spend more time interacting with the learner in the classroom instead of lecturing, and thus learners achieve the lowest level of cognitive achievement outside the classroom, and focus on the higher level of the cognitive field inside the classroom with the teacher, analysis, explanation, understanding, discussion and evaluation.

6. Perhaps the most important characteristics of inverted learning is that the teacher turns from a cued explainer of the lesson to a mentor, motivator and guide for the learner, and facilitates the learning process, especially since he is dealing with a learner who has obtained good information outside the classroom through the videos presented to him about the lesson, and therefore his task inside the department is to raise questions and discuss learners and make everyone present his research or what has been prepared from the videos or a summary of the lecture.

7. The Inverted learning strategy is the basis for solving educational problems; the more time the learner spends and makes more attempts, the Greater his chance of solving the educational problems that he will face while studying. (Al-Ghamdi, 2018, 141)

This means that they provide their owner with a set of positive qualities while trying and practicing, such as flexibility, self-confidence, facing criticism and adapting to the educational situation to reach the target goals.

8. the possibility of watching electronic educational content at any time and anywhere and repeating it any number of times, thus supporting independent learning without the help of others increases the feeling of pleasure of mastering and enjoying the academic atmosphere. (Al Fahid, 2014, 65)

9. contributes to the immediate evaluation, recognition of results and correction of errors.

10. 1in inverted learning, learning occurs more than once in different ways, previous learning by (audiovisual technology) and subsequent learning by (implementing activities within the classroom), meaningful learning is achieved.

These are the most important characteristics of the inverted learning strategy, as the learner is always able to retrieve the information and knowledge that he has dealt with within the classroom, and focus on the most important elements required by the lecture by repeatedly referring to the source of information stored inside the digital platform or videos, from which his cognitive skills develop in achievement and self-learning.

These characteristics generate great hope that this strategy maintains the motivation of learning Arabic, discovering knowledge in it through it. It contributes to increasing the level of attendance for classes and application of the Arabic language, and many studies have proven the impact of this strategy in attracting the attention of Arabic language learners. (The fugitive, 2015)

These characteristics aim to develop a modern strategy that will work to increase the effectiveness of the outputs of the educational process, and keep pace with educational trends in schools among Arabic language learners, so as to make the learner effect.

Advantages of inverted learning in Arabic Language Teaching:

The Arabic language is one of the most accurate languages in describing what is perceived by the senses and translated by the mind and conscience, and it represents a key factor in the processes of achievement, understanding and comprehension, because the level of the learner is greatly influenced by his linguistic level.it was necessary to adopt modern and important strategies based on the learning and education process in a gradual, systematic and effective way that raises the level of the Arabic language for the learner to the maximum of his abilities.

Perhaps the most important features of the inverted learning strategy and its application to the Arabic language:

1. Increase in the percentage of learners ' linguistic and cognitive achievement of the Arabic language: so that inverted learning fits the mechanisms of knowledge acquisition among learners, which differ from one learner to another, studies indicate that our learning systems differ between visual, audible and kinesthetic, and that some learners learn better when using audio or visual sources. (Muhammad, 2005, 21)

Inverted learning is also of paramount importance, represented by: (Al-Qahtani et al., 2020, 13)

2. Creativity and innovation: so that learners employ technology in creative thinking, building knowledge, developing innovative products and processes and get out of the crucible of receiving to written and oral production.

3. Communication and sharing: it means by communicating and working using digital media and virtual environments remotely, and this helps to communicate and share in order to support self-learning and learning from others, from which the learner becomes able to rely on himself to acquire the Arabic language in a fun and useful way at the same time.

4. Research and Information energy: that is, learners use digital technical tools to collect, evaluate and use information, and display information and statistics away from the method of lecture and indoctrination, and from it the Arabic language is a living language capable of digitization and technological development.

5. Critical thinking, problem solving and decision making: learners use critical thinking skills to plan, conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources in the presentation of the language material.

6. Digital citizenship: it is the one that enhances the positive aspects of Technology; where everyone can work and play in the digital world.

7. It allows learners to repeat the lesson more than once according to their individual differences: each learner is allowed to learn according to his own speed and abilities; inverted learning keeps pace with the language of the times in using modern technologies that arouse enthusiasm and longing for the teaching and learning process among learners (Sharir, 2017, 27) means that it takes into account the varying psychological abilities of the learner.

8. Suitable for learners who are shy of requesting a partial repetition of the lesson, they can repeat the lesson many times.

9. Help to take into account the individual differences between learners, whether the speed of learning, the method of teaching, or otherwise, the learners of the same class have many individual differences, one of them is a quick learner enough once to understand the teacher's words, another needs to be repeated until he comprehends the lesson, a third visual learning needs images and representation to understand what is meant, and a fourth auditory and so on... The teacher can vary in the use of different influences in the presentation of his lesson to suit the different nature of learners. (Bergman and Sams, 2014, 45)

That is, the inverted learning strategy helps to develop the learner's skills in acquiring the Arabic language by hearing, writing and pronunciation, so he employs it in the right way and produces it in the appropriate position, thus performing its scientific function and its communicative value.

10. Turning the learner into a researcher for the sources of his information: so that he can search and refer to information that he has already studied in previous classes and review it if he forgets it as if he hears it directly from the teacher. (Fleet, 2015, 28-48)

This indicates that the learner has become free to listen to the recorded lesson, where he can repeat it as he pleases or stop at any part if he feels exhausted and complete at another time after he was limited by the scheduled lesson time or embarrassed by his teacher or colleagues in requesting a partial repetition of what he had overlooked or did not comprehend.

11. Developing the role of the indoctrinated teacher to become a mentor, motivator, mentor and assistant the learner's participation in the educational process to become a teacher.

12. Give learners an incentive to prepare and prepare before the class time by taking short tests or writing short assignments via the internet, these tests are an indicator of the strengths and weaknesses in their assimilation of the content, which helps the teacher to deal with them.

13. Keeping pace with the language of the era in the use of modern technologies that give the learner enthusiasm and longing for the process of teaching and learning in Arabic, to bring about the hoped-for change in learning it as a flexible language adapted to technological development.

14. Focus on higher learning levels: outside the classroom, lower goal levels such as understanding and remembering are acquired, and inside the classroom, higher thinking skills such as assessment and application are acquired with the help of learning strategies.

15. Inverted learning allows the teacher to monitor the interaction of learners with each other more with an increase in the number of group activities carried out by learners in the form of small groups.the teacher can watch how each learner interacts with his colleague, sees the weaknesses and strengths in the personality of each of them, and sees how they help each other to carry out educational activity. (Al-Ahwal, 2016, 41)

All these advantages resulting from the inverted learning strategy is one of the most important educational strategies, which relies in its approach on technology, and on modern methods that provide information to the learner in different templates, but at the same time creative and significantly impacting on the general understanding and consolidation of information and making Arabic a flexible language subject to technology and digitization techniques and transforming it from a complex and loose language to an easy and simple language for learners.

Stages of Implementation of Inverted Learning:

1. Choose the Technology we Will Use:

We must choose something easy to use otherwise the method will become difficult and exhausting, as videos are not a goal in themselves, but to teach the content inside them, so you should not take a long time in preparing and editing it, as simple technology consumes less time, after shooting the educational video is uploaded to YouTube, and the learner has possibilities that are difficult to be available during the traditional explanation.

2. Select the Video Server You Will Use to Publish Videos for Learners:

It is preferable to use YouTube because it is the easiest server to deal with and it is available everywhere and, on every device, and there will be no excuse from learners not to watch, and they cannot complain about technological difficulties.

3. Prepare the Video:

When it comes time to create educational videos, we have to identify some restrictions that help learners and the teacher, including: the maximum duration of the video does not exceed 5 minutes, and no more than 3 clips are allocated per day, so as not to overwork learners, and they feel bored because of the large number of clips.

The stages of implementing the inverted learning strategy according to Al-Kahili can be summarized by the so-called six stages, which are: (Metwally and Suleiman, 2015, 3)

1. determination: determining the topic or lesson that he intends to teach according to the inverted learning strategy.

2. analysis: analyzing the content into values, knowledge and skills, analyzing the content into important concepts that need to be known. (Al-Kahili, 2015, 16)

3. design: design an educational or interactive video that includes the scientific material in audio and video with a duration not exceeding 10 minutes.

4. guidance: instruct learners to watch videos from the internet or CDs at home and at any time convenient for them.

5. application: the concepts that learners have learned from the video in the lesson through active learning activities and projects.

6. calendar: learn the learner inside the lesson with the appropriate calendar tools.

9. DISCUSSION:

These points mentioned above indicated that the overlap of the inverted learning strategy in teaching Arabic grammatical concepts helps to acquire them more than traditional methods that the learner does not immediately forget, while the information that is learned about the fun of the inverted learning strategy remains stored in the learner's memory for longer periods of time.inverted learning strategy helps self-learning, promotes cooperative learning, and reduces individual differences between learners, which has interesting characteristics and educational methods that consolidate information for the learner and his enjoyment in learning.

10. CONCLUSION:

Grammatical concepts among Arabs are one of the most difficult concepts to learn, and it is very difficult to acquire them, and the inverted learning strategy has proven its strength in the process of learners acquiring grammatical concepts and working to keep them in the learner's mind for longer periods than traditional methods, and this is what we see in most researchers who have used the inverted learning strategy

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Received on 31.12.2024 Revised on 05.03.2025

Accepted on 26.04.2025 Published on 04.06.2025

Available online from June 07, 2025

Int. J. Ad. Social Sciences. 2025; 13(2):51-65.

DOI: 10.52711/2454-2679.2025.00009

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