The Reality of Teachers’ Use of Language Immersion Programs in Enhancing Motivation to Learn Arabic Among Non-Native Speakers

Abstract

This study aimed to identify the extent to which teachers utilize language immersion programs to develop motivation for learning Arabic among non-native speakers. A descriptive-analytical approach was employed. For the study, the researcher developed two questionnaires: one to identify suitable language immersion programs for Arabic learners, and another to assess the importance of language immersion programs, their current use, the challenges they face, and suggestions for improving their implementation. The study instrument was administered to a sample of 45 Arabic teachers of non-native speakers. The results indicated that language immersion programs play an effective role in developing motivation for learning Arabic among non-native speakers, according to the study sample, with a mean score of 2.59 and a standard deviation of 0.75. The study also found that teachers' use of language immersion programs to develop motivation for learning Arabic among non-native speakers was moderate, while the challenges they faced in using these programs were significant, and numerous suggestions were made for improving their implementation. In light of these findings, the study presented a set of recommendations and suggestions, including the necessity of implementing professional training programs for teachers that focus on skills for employing language immersion programs in teaching Arabic to non-native speakers