"Attitudes of Non-Native Arabic Learners Towards Native and Non-Native Arabic Teachers" Principal Investigator https://doi.org/10.35781/1637-000-150-006

Abstract

ABSTRACT This study investigated the attitudes of non-native Arabic language learners toward native and non-native Arabic teachers at the Institute for Teaching Arabic to Non-Native Speakers at the Islamic University of Madinah. The researcher adopted a descriptive survey methodology and designed a questionnaire consisting of 30 items distributed across two dimensions. The instrument was reviewed by experts to ensure its validity. The study sample included 313 students from the first to the fourth academic levels. The findings revealed a clear preference for native Arabic teachers, attributed to their linguistic fluency, accurate pronunciation, and cultural competence. However, learners also recognized the significant role of non-native Arabic teachers in facilitating learning, particularly due to their awareness of learners’ linguistic difficulties. ANOVA results indicated no statistically significant differences in learners’ attitudes based on nationality, mother tongue, or academic level, suggesting a general consensus regarding teacher competence regardless of background. The study recommended integrating both native and non-native teachers in Arabic language programs and proposed future research on the impact of teachers’ cultural backgrounds on learners’ perceptions and classroom interaction. Keywords: Attitudes, Arabic Language Learners, Native Arabic Language Teachers.