ISSN 3071-5792 SCHOLAR – Scientific & Cultural Hub for Objective Learning and Research is an interdisciplinary, peer-reviewed, open-access academic journal dedicated to the advancement of objective learning, rigorous research, and scholarly dialogue across scientific, cultural, social, and applied disciplines. SCHOLAR welcomes submissions from a broad range of disciplines, including but not limited to education, social sciences, humanities, natural and applied sciences, technology, policy studies, and interdisciplinary research. Manuscripts are evaluated solely on academic merit, originality, clarity, and relevance to the journal’s scope.
Components of Teaching and Learning Arabic for Specific Purposes (ASP) to Non-Native Speakers in Light of the Concepts of Linguistic Economy and Investment
This research paper seeks to provide a systematic and contemporary vision for Arabic for Specific Purposes (ASP) programs, grounded in the philosophical and procedural pillars of "Linguistic Economy" and "Linguistic Investment" as conceptual and practical frameworks. The research problem stems from the urgent need to enhance the efficiency of educational programs directed toward foreign professionals (physicians, engineers, legal experts, diplomats, etc.) by minimizing temporal, financial, and cognitive waste. It aims to transform language from a mere academic subject into an "investment asset" that achieves a competitive advantage for both the learner and the institution. The paper adopts a thematic structure distributed across five main axes: The first reviews the fundamental principles and concepts governing economy and investment in Arabic language education. The second axis addresses the methodological components, analyzing the mechanisms of designing specialized curricula based on "professional frequency" and utilitarian feasibility. The third axis deconstructs the human components by redefining the teacher's role as an "investment manager" and the learner's role as a "knowledge investor." The fourth axis is dedicated to elucidating environmental and technical components, highlighting the role of technology and Artificial Intelligence (AI) in reducing learning costs and automating educational pathways. The research concludes with a fifth axis that outlines a future vision for a pioneering Arabic language teaching industry that achieves sustainable development for both the learner and the institution. Key Findings: - Activating the "components" of linguistic economy ensures narrowing the gap between educational outcomes and professional labor market needs. - Shifting from a "linguistic consumption" logic to "linguistic investment" enhances the competitive value of the Arabic language as a tool for global professional empowerment. - Modern technologies and smart environments represent the cornerstone in reducing cognitive and material costs for specialized programs. Recommendations: The paper recommends the necessity of "governing" Arabic language teaching centers, developing specialized linguistic corpora, adopting professional proficiency tests that measure job performance, and training human resources on modern linguistic management strategies to ensure the sustainability of this knowledge investment
Copyright (c) 2026 SCHOLAR https://creativecommons.org/licenses/by/4.0
Effectiveness of a proposed contextual lexicon model in acquiring legal terminology among non-native Arabic language learners
Teaching any language as a mother tongue is different from teaching it as a foreign or second language. Hence came the research problem, which is to measure the effectiveness of a proposed contextual dictionary in acquiring legal terminology for non-native Arabic learners for religious purposes, with the aim of providing the necessary legal terminology for non-native Arabic learners for religious purposes, and evaluating and assessing its effectiveness in light of scientific standards in order to develop lexical and semantic skills through the use of the communicative approach in teaching Arabic to non-native speakers. The researcher adopted the experimental method, the most suitable approach for achieving the objectives of this research. He concluded that the contextual dictionary is effective in helping non-native speakers, particularly those learning Arabic for religious purposes, acquire the Arabic language. He also compiled a list of essential Islamic legal terms, encompassing four main themes, from which twenty-seven primary legal terms emerged, further subdivided into five hundred and twenty contextual legal terms. These themes are: Islamic acts of worship, commercial transactions, religious holidays and occasions, and the Holy Quran. The researcher concluded that using the dictionary in teaching Islamic legal terms resulted in statistically significant differences in the acquisition of these terms among learners of Arabic for religious purposes
An Analytical Field Study of the "Talk Arabic" Curriculum Based on the Integration of the Printed Textbook and the Interactive Platform in Enhancing Arabic Language Skills among Kindergarten Children
This study aims to evaluate the "Talk Arabic" curriculum, which is based on the integration of the printed textbook and the interactive digital platform, in enhancing the four Arabic language skills—listening, speaking, reading, and writing—among kindergarten children, through an analysis of its methodological structure and a measurement of kindergarten teachers’ and parents’ perceptions before and after implementation. The study adopted a dual design combining critical descriptive analysis of the curriculum with a one-group pre-post quasi-experimental design, using a validated questionnaire (α = 0.91) applied to a purposive sample of 120 teachers and parents in educational institutions in the United Arab Emirates, the Sultanate of Oman, and Qatar during the first semester of the 2024–2025 academic year. Results of the Wilcoxon Signed-Ranks Test showed a statistically significant improvement in all targeted skills (Z ≥ 7.29, p < .001), with a large effect size across all domains (η² = 0.44–0.56). The speaking and oral-confidence domain ranked highest (M = 4.38), particularly among children who had completed two years of kindergarten before moving to first grade (M = 4.61, per their teachers’ ratings). Structural analysis revealed that the curriculum offers a sixteen-level phonological progression, accommodates individual differences through four progressive learner personas, and satisfies six of the seven NAEYC (2020) standards. It should be noted that the absence of a control group and the reliance on respondents’ perceptions represent substantial methodological limitations
Phonological Awareness in Early Arabic Instruction
Print–Digital Integration in Early Childhood Education
Oral Confidence and Expressive Self-Assurance
Individual Differences and Differentiated Instruction
A proposed framework for developing the teaching performance of Arabic language teachers in light of the Finnish curriculum
This study aimed to develop a proposed framework for improving the teaching performance of Arabic language teachers within the Finnish curriculum, and to identify their current performance and training needs in this context. The research adopted a descriptive-developmental approach as the most suitable methodology for the nature of the study. The research population consisted of all Arabic language teachers working in Finnish schools (Qatar, Oman, and the United Arab Emirates). A purposive sample (320) teachers were selected to administer the questionnaire, while a sub-sample of )15) teachers underwent direct classroom observation using a performance rating card. The results showed a high level of response regarding the teaching performance and training needs of Arabic language teachers, demonstrating excellence in linguistic competence and the application of Finnish values. However, there was also a pressing need for specialized training support in modern teaching strategies, formative assessment, and creative curriculum adaptation. Based on these findings, the proposed framework was developed as a comprehensive implementation plan. The study recommended the establishment of professional learning communities to facilitate the exchange of experiences and granting teachers greater freedom in designing educational units and selecting their strategies in accordance with the Finnish curriculum. The Finnish philosophy of confidence, along with the adoption of quality assessment tools such as portfolios and alternative assessment, reduces the overall reliance on traditional tests
A proposed framework for developing communicative competence among non-native Arabic language learners in light of artificial intelligence applications
This study aimed to propose a framework for developing the dimensions of communicative competence among non-native Arabic language learners in light of artificial intelligence applications. The descriptive-analytical method was employed, as it is the primary tool for studying social, human, and scientific phenomena as they exist in reality. This method involves collecting and accurately describing data, then analyzing it to derive logical and evidence-supported conclusions and interpretations. For the purposes of the study, the researcher prepared the following materials and tools: a questionnaire to identify the dimensions of communicative competence appropriate for non-native Arabic language learners, a questionnaire to identify suitable artificial intelligence applications for teaching Arabic to non-native speakers, and a scale for measuring the dimensions of communicative competence among non-native Arabic language learners. The scale was administered to a sample of (45) non-native Arabic language learners. The results of the study revealed that the performance level of non-native Arabic language learners—the study sample—in the dimensions of the communicative competence scale was moderate, with a mean score of 1.84 and a standard deviation of 0.75. Based on these results, the study proposed a framework for developing the dimensions of communicative competence among non-native Arabic language learners using artificial intelligence applications. The study also offered a set of recommendations and research suggestions, including: the necessity of considering the artificial intelligence applications identified in the current study when preparing and designing language and training programs for non-native Arabic language learners; and the importance of developing language and training materials for non-native Arabic language learners in light of the communicative situations they encounter. Keywords: Artificial intelligence applications, dimensions of communicative competence, proposed framework, non-native Arabic language learners
The training needs of non- Arab teachers in teaching Arabic to non- natives: analytical study
This research aims to study and analyze the training needs of non-Arab teachers of Arabic as a foreign language. It identifies the essential skills and competencies these teachers require to achieve high-quality teaching, focusing on the challenges they face. The research also proposes new training programs based on the latest language teaching methodologies. Employing a descriptive-analytical approach, the study reviews existing literature and conducts a survey of non-Arab teachers of Arabic in various institutions to analyze their training needs. The research concludes that the most significant training needs of non-Arab teachers are concentrated in three main areas: cultural competencies, linguistic competencies, and assessment and performance measurement. There is a need for training in modern teaching methods, particularly for less experienced teachers. The most significant challenges include teaching vocabulary and grammar to students from diverse cultural backgrounds and correcting linguistic errors. The research recommends designing intensive training courses for non-Arab teachers of Arabic as a foreign language, covering the most important aspects they need and emphasizing practical application. It also recommends organizing teacher exchange programs between Arab and non-Arab countries to facilitate the exchange of expertise and enhance the training field
Using Differentiated Instruction Strategies to Develop Reading Comprehension Skill Among Non-Native Arabic Language Learners in Grade 6
This study diagnosed the actual language performance of non-native Arabic learners in Grade 6 across five sub-skills (reading comprehension, grammar/structures, translation, dictation, and written expression), drawing on two periodic assessments administered during the 2025-2026 academic year to 106 female students across three sections. A Friedman test showed statistically significant differences across the five skills (χ² = 62.64, df = 4, p < .001); reading comprehension ranked lowest (66.2%), compared with dictation (81.1%), written expression (80.4%), grammar (73.1%), and translation (68.4%). A paired comparison of total scores between the two periodic tests for 99 matched students showed a statistically significant improvement (t = 3.76, df = 98, p < .001, dz = 0.38), which varied considerably across the three sections; the gain was non-significant in two of the three sections. Based on this diagnosis, the study proposes a differentiated-instruction program that specifically targets reading comprehension, and presents its theoretical basis, proposed units, and a diagnostic tool to guide future implementation, recommending that the program be tested through a subsequent quasi-experimental study before wider adoption.
Governance in Educational Institutions: An Analytical Study of the Conceptual and Legislative Framework in Private Schools in the UAE
This paper is grounded in the researcher's premise that governance in education is not merely a set of administrative practices borrowed from the business sector, but rather a value-laden and legislative system requiring careful adaptation to suit the specificities of educational institutions. The paper seeks to deconstruct the conceptual and legislative framework of governance in private schools in the United Arab Emirates, positing that the UAE experience is undergoing a transitional phase from 'procedural compliance' to 'institutional culture'. Through an in-depth analysis of legislation and policies issued during the period 2017–2024, the researcher identified a diagnostic gap between the rigor of legal texts and the actual governance practices in some private schools, particularly with respect to the independence of boards of trustees and conflicts of interest between school owners and the educational mission. The paper concludes with theoretical and practical recommendations to bridge this gap
The effectiveness of the "Arabic in your hands" series in developing oral language skills in the light of the standards of the Common European Framework of Reference
This study deals with the evaluation of the "Arabic in your hands" series in light of the requirements for the development of oral language skills according to the Common European Framework of Reference for Languages (CEFR); as one of the most important global frameworks in characterizing and determining language proficiency. The research aims to reveal the degree of compatibility of the content of the series with the criteria for developing listening and speaking skills, and to analyze the nature of the educational model, on which it is based in building oral communicative competence, among Arabic learners for non-native speakers. The study adopted the descriptive analytical method, by analyzing the content of the series using a standard analysis card designed in the light of the (CEFR) indicators of oral skills, which included the dimensions of auditory comprehension, oral production, language interaction, and deliberative efficiency. The data were processed in the light of descriptive iterations and qualitative analysis, aimed at explaining the nature of the inclusion and its levels within the chain. The results showed that the series adopts a Guided Communication Model, which combines the structural approach, in the presentation of linguistic structures, and the functional approach, in the presentation of communicative situations. Listening skills have been shown to have a significant presence at the early educational levels through audio texts and general comprehension activities, but this presence remains limited in the development of deep, deductive and critical listening skills. On the other hand, the results showed a relative weakness in the development of speaking skills, especially with regard to free oral production and extended interaction; where activities are predominantly directed and based on linguistic modeling, and restricted dialogues, which limits the learner's chances of building an independent oral discourse, or interacting in unexpected contexts. The results also showed the limited use of meaningful negotiation strategies, which is an essential element, in communication efficiency, according to modern theories. At the level of compatibility, with the Common European Framework of Reference (CEFR), the study revealed a partial compatibility, consisting of the suitability of some activities to the primary levels (A1-A2), while the functional and interactive progression is weakened, at the higher levels, with the absence of a clear systematic link between educational activities and the specific standard performance indicators, for each language level. Based on these findings, the study recommends the need to reconsider the design of oral activities, within the series, by enhancing the entrance to Task-Based Language Teaching, expanding opportunities for free oral production, and activating real interaction, within classroom contexts. The study also recommends a more accurate alignment between the content of the series and the indicators (CEFR) to ensure the building of a graduated and integrated oral communication efficiency. The study concludes that the development of teaching the Arabic language to non-native speakers requires moving, from guided models, to open interactive models, which put the learner at the heart of the communication process, and give him real opportunities to use language; as a tool for thinking and social interaction, not just a language system taught.
Employing Interactive Teaching Strategies in Developing Arabic Oral Communication among Primary School Students in Bilingual Environments: An Educational Perspective in Light of the Results of a Field Study
This paper aims to highlight the importance of employing interactive teaching strategies in developing Arabic oral communication among primary school students in bilingual environments, in light of the educational challenges related to learners’ listening and speaking skills. It proceeds from the premise that oral communication represents a fundamental entry point for building linguistic competence, especially in the early stages of education, where students need learning situations based on interaction, dialogue, and organized practice rather than reception and memorization alone. The paper discusses the impact of bilingual environments on students’ oral performance in Arabic, including difficulties in listening comprehension, maintaining attention, organizing ideas, expressing them orally, and the excessive use of colloquial or foreign words in classroom situations. It also presents several interactive teaching strategies that can support oral communication, such as dialogue, group work, life-based situations, audio recordings, structured oral activities, and oral assessment based on observation and performance. The paper concludes that developing oral communication in bilingual environments requires a supportive classroom environment, repeated opportunities for oral practice, linking listening and speaking through gradual learning activities, involving the family in supporting Arabic use beyond the classroom, and training Arabic language teachers to diagnose oral communication difficulties and select suitable strategies to address them.
Employing artificial intelligence applications in Arabic language teaching
This research paper aimed to present a set of recommendations and proposals that contribute to activating the use of artificial intelligence (AI) applications in teaching Arabic. To achieve this goal, the researcher used the descriptive-analytical method, reviewing and analyzing previous literature and studies that focused on AI applications and their application in Arabic language teaching. The paper's findings revealed that several AI applications can be used in teaching Arabic, including Canva, the "Teach Me Arabic" mobile application, ChatGPT, and Microsoft Copilot. The paper also highlighted some limitations in using these applications and offered a set of recommendations and proposals to address these challenges and facilitate their use. These recommendations include the need for further research to develop AI that is best suited to the needs of Arabic language learning and to train qualified Arabic-speaking professionals in programming languages
An E-Training Environment for Developing Skills in Using Artificial Intelligence Applications
The current research paper aimed to investigate the integration and utilization of Artificial Intelligence (AI) applications within e-training environments through five main dimensions. The first dimension sought to deduce the pedagogical and technological standards required for designing the training environment. The second dimension addressed identifying effective AI applications for developing the performance skills of educational technology students. Meanwhile, the third dimension focused on determining the skills necessary for students to use these applications in light of the requirements of the digital age. The fourth dimension reviewed the challenges and obstacles that may hinder the utilization process. The paper concluded with its fifth dimension, which presented a set of recommendations and proposals necessary to activate the use of these environments. To achieve these objectives, the research adopted the descriptive-analytical approach. The paper culminated in developing a list of design standards and identifying a suite of smart applications that can be employed for content production and media design. It also extracted the essential skills required for students, such as prompt engineering and digital content production. The findings indicated the existence of human and technical challenges impeding this integration, such as a lack of readiness and issues with content reliability. Finally, the paper recommended the necessity of integrating e-training environments into preparation programs, providing a supportive digital infrastructure, and qualifying academic staff to keep pace with the requirements of digital transformation.
Artificial Intelligence (AI) Applications
The Reality of Teachers’ Use of Language Immersion Programs in Enhancing Motivation to Learn Arabic Among Non-Native Speakers
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
The Role of School Leadership in Employing Strategic Planning to Achieve Arabic Language Curriculum Quality for Non-Native Speakers in the United Arab Emirates
This paper addresses a critically important educational topic within the United Arab Emirates — the role that school leadership plays in using strategic planning as a genuine, working tool to improve the quality of Arabic language curricula for non-native speakers. The central question is both practical and urgent: to what extent does effective school leadership actually make a difference in curriculum quality through strategic planning, particularly in the culturally and linguistically diverse school environments that define education in the UAE? The paper draws on a critical analysis of Arabic and international educational literature, organized around three interconnected variables: school leadership, strategic planning, and curriculum quality, examined alongside official UAE Ministry of Education documents. The researcher concludes that these three variables form a deeply integrated relationship, and that developing school leadership in strategic planning is a necessary entry point for elevating Arabic curriculum quality. The paper presents seven analytical findings and fourteen practical proposals across three levels: national, school, and research.
The Role of Social and Psychological Education in Developing Life Skills for Coping with Alienation among Students of Schools for the Outstanding and Gifted in Science and Technology
This research paper addresses a highly significant educational topic, which is exploring the role played by social and psychological education and life skills in adaptation and alienation among gifted and talented students in schools for outstanding and talented students in science and technology, in light of an analytical, descriptive, and critical perspective on the relevant educational literature. The researcher sought to uncover the nature of the interaction between these variables as an integrated educational and psychological system, contributing to shaping the student's experience within the internal school environment. The researcher relied on the descriptive-analytical method, through analyzing related literature and previous studies, and interpreting the relationships between the variables within an integrative theoretical framework. The results showed that social and psychological education represents the foundational structure through which it contributes to the development of life skills among gifted and talented students, which in turn enhances the level of psychological and social adaptation, thereby reducing the feeling of alienation within the schools for gifted and talented students. The results also showed the existence of a positive integrative relationship between social and psychological education, life skills, and adaptation, while an inverse relationship appeared between these variables and the feeling of alienation, as a higher level of social and psychological education and life skills contributes to lowering levels of alienation among students.. In light of the critical analysis of the literature, the researcher concluded that alienation cannot be explained solely as a direct result of distancing from the family, but rather it is an indicator of the quality of the educational environment and the effectiveness of social and psychological support within the educational institution. The researcher recommends the necessity of adopting an integrative approach in designing educational programs in schools for the gifted and talented, which combines social and psychological education with the development of life skills, thereby enhancing adaptation, reducing alienation, and achieving balanced growth for outstanding students.
Producing videos for children through artificial intelligence programs to develop language skills Children of the Arabic language series as a model
Artificial intelligence has gone through different phases, until it reached what it is now, and its phases are represented in the origin, experimentation and current renaissance, and each of these phases has its distinctive features in order to simulate the human machine to understand human mental abilities, human higher thinking skills and the ability to think creatively. Arabic is one of the natural languages that attract the attention of researchers in artificial intelligence in general and natural languages in particular. It is one of the most widely spoken languages in the modern world, ranking fourth in terms of the number of users, after Chinese, Urdu-Hindi and English. We know the importance and status of the Arabic language through the number of its users, which is close to half a billion people, the Arabic language is capable of automatic processing, if it has resources and energies, as its nature is standard in large part, especially its morphological and phonetic structure, the Arabic language is a language that enjoys a derivative system and a generative language that enjoys a distinctive writing system for it, and this distinction of the Arabic language from the rest of the languages is a challenge in addressing it automatically. Through this research paper, we seek to identify ways to employ artificial intelligence to serve the teaching of Arabic to children through the production of simple stories, there are several questions we want through this humble research paper to answer them, what is the concept of artificial intelligence? What can artificial intelligence offer first to the Arabic language and secondly to its learners from non-native speakers? The story directed to children when it turns into visuals and videos is something that needs many of the most advanced means and applications, due to the nature of the advanced stage at this age stage, and artificial intelligence is a very important means if it is well employed in teaching the four Arabic language skills (listening - speaking - reading - writing), in addition to the scarcity of teachers specialized in teaching Arabic skillfully and technically, hence the urgent need for special visuals for children to help them learn skills Linguistic and behavioral in proportion to the data of the current era. Artificial intelligence is also an effective way to produce multimedia with minimal effort (videos, digital stories, explosions, presentations.... etc.) Many teachers of Arabic for non-native speakers exhaust their effort and energies in producing these means and media to explain the lessons and their actual need for these tools, so this research paper concerned the ways in which Arabic language teachers can benefit from them in the teaching process, through artificial intelligence. I hope that this modest attempt will be a real beginning to motivate those interested in the field to look forward to the prospects of development and pursue the technological progress that has become necessary in this era in all fields.
Neural Modeling of Learning: Integrating Cognitive Psychology and Artificial Intelligence Applications
This paper aims to present an integrative framework combining three main fields: neural modeling, cognitive psychology, and artificial intelligence applications, within the context of developing learning processes and educational research. The paper addresses the problem of a clear gap between the individual progress made in each of these fields on the one hand, and the absence of an applied model that integrates them within a unified educational framework on the other. The paper seeks to: build a shared conceptual foundation, design practical activities that simulate principles of neural modeling, and explore future educational applications based on this integration. The workshop methodology adopts an interactive, hands-on approach including brainstorming, paper-based and computer-based simulations of simple neural networks, collaborative design of educational scenarios in small groups, and group discussion of ethical and practical challenges. Expected outcomes include: a shared understanding of integration concepts across the three fields, participants' ability to design preliminary educational scenarios, and the development of a list of challenges and opportunities. The paper recommends conducting experimental studies to test the effectiveness of integrative models, developing new measurement tools that combine behavioral and neural indicators, and establishing ethical codes governing the use of cognitive-based artificial intelligence in education. The paper concludes that integrative neural modeling represents a promising horizon for educational research, provided that technological tools remain in service of the human learner and their well-being, not as a substitute or reduction of them.
The Effectiveness of an Electronic Program Based on Qur’anic Stories in Developing Linguistic Vocabulary and Religious Concepts among Non-Arabic-Speaking Children: An Experimental Study in an Interactive Learning Environment
This study aimed to investigate the effectiveness of an electronic program based on Qur’anic stories in developing linguistic vocabulary and religious concepts among non-Arabic-speaking children, within an integrated educational framework that combines narrative storytelling with an interactive digital environment. The study adopted an experimental design to measure the program’s impact on developing lexical knowledge and understanding religious concepts by applying pre- and post-assessment tools to a sample of learners in early childhood. The results revealed statistically significant differences between the mean scores of learners in the pre-test and post-test applications in favor of the post-test in both linguistic vocabulary and religious concepts, indicating the effectiveness of the electronic program in developing these two dimensions in an integrated manner. The findings also showed an integrative relationship between vocabulary development and conceptual understanding, reflecting the contextual nature of learning based on interactive storytelling. The results suggest that presenting linguistic and conceptual content within a structured narrative context—supported by multimedia elements, active interaction, and immediate feedback—contributes to enhancing deep cognitive processing and reinforcing long-term learning among non-Arabic-speaking children. The study proposes an educational model for designing electronic programs based on Qur’anic narrative storytelling that integrates semantic context, multimedia interaction, and active learner participation. This study contributes to the development of educational practices in the field of teaching Arabic to non-native speakers and provides an applied framework that can be utilized in designing digital programs aimed at linguistic and conceptual learning in early educational stages
Copyright (c) 2025 SCHOLAR https://creativecommons.org/licenses/by-nc/4.0
Motivation of non- native Arabic Language Learners in British Curriculum Schools in the United Arab Emirates: A Descriptive Analytical Study
This study investigates the motivation for learning Arabic as a foreign language among non-native speakers in British curriculum international schools in the United Arab Emirates. It examines the interplay of religious, cultural, social, economic, and educational factors shaping student motivation. A descriptive-analytical approach was employed, using a questionnaire administered to 450 students from James British Schools during the 2023/2024 academic year. Findings reveal that overall motivation levels were moderate to high, with instrumental motivation prevailing over integrative motivation. The religious dimension ranked highest, functioning primarily as a cognitive rather than culturally integrative motivator. Economic motivations were comparatively low, highlighting the limited perception of Arabic as a global professional asset. The study concludes that motivation in this context emerges from the complex interaction of language policy, curriculum structure, and assessment practices, rather than being solely an individual psychological phenomenon. Recommendations include enhancing teachers’ role in fostering motivation, establishing specialized Arabic language departments within colleges of education, and redesigning the educational environment to develop students’ “ideal linguistic self” and promote sustainable motivation
Developing the Performance of Arabic Language Teachers for Non-Native Speakers in British Curriculum Schools in Light of Professional Competencies in the United Arab Emirates
This study aims to identify the professional competencies required for Arabic language teachers teaching non-native speakers in international schools adopting the British curriculum in the United Arab Emirates, and to propose a model for developing teachers’ performance based on these competencies. The study adopts the descriptive analytical approach to explore the current level of competencies among teachers and determine the gap between required and actual competencies. Data were collected through a questionnaire, interviews, and classroom observation tools applied to a sample of 80 Arabic language teachers working in GEMS international schools in the UAE. The findings revealed that the most important competencies required for teachers include linguistic competence, communicative competence, cultural competence, technological competence, personal competence, and social competence. The results also indicated a noticeable gap between the importance of these competencies and their actual availability among teachers, particularly in communicative and technological competencies. Based on the findings, the study proposes a professional development model aimed at enhancing teachers’ competencies through structured training programs, continuous professional development, and competency-based teacher preparation systems. The study concludes that improving teachers’ competencies plays a critical role in enhancing the effectiveness of Arabic language instruction for non-native speakers and strengthening the cultural and linguistic integration of learners in multilingual educational contexts
The Effectiveness of Employing Semantic Field Theory in Developing the Understanding, Acquisition, and Production of Linguistic Meaning among Learners of Arabic as a Non-Native Language: An Applied Linguistic Study
This study aimed to investigate the impact of employing semantic field theory in teaching linguistic meaning to learners of Arabic as a non-native language. It adopts a linguistic approach that links the semantic analysis of linguistic texts with practical educational application. The study utilized a descriptive–analytical method to examine the theoretical foundations of semantics and semantic field theory, and an experimental method to test the effectiveness of an instructional program based on this theory in developing learners’ skills in understanding, acquiring, and producing linguistic meaning at the upper-intermediate and advanced levels. The study was conducted on a sample of learners studying Arabic as a second language. Participants were divided into an experimental group, which studied through instructional strategies based on semantic field theory, and a control group, which studied using the traditional method. An achievement test was used to measure the level of linguistic meaning acquisition before and after the implementation of the program. The results revealed statistically significant differences in favor of the experimental group in the skills of understanding, acquiring, and producing linguistic meaning, confirming the effectiveness of employing semantic fields in organizing vocabulary and structures within interconnected semantic networks that support a deeper understanding of meaning. The findings also indicate that teaching meaning through the semantic relationships among lexical items contributes to the development of learners’ pragmatic linguistic competence, and enhances their ability to interpret texts and produce meaning in different communicative contexts. The study provides an applied framework for designing instructional programs based on semantic fields that can be utilized in the development of curricula for teaching Arabic to non-native speakers
Evaluating the Content of the Digital Platform “Arabic Immersion” for Teaching Arabic to Non-Native Speakers in Light of the Common European Framework of Reference for Languages and Users’ Perspectives
This study aims to evaluate the digital content of the educational platform Arabic Immersion designed for teaching Arabic to non-native speakers, in light of the standards of the Common European Framework of Reference for Languages (CEFR) and users’ perspectives. The study adopts a descriptive analytical approach by examining the platform’s content structure, learning sequence, instructional activities, and multimedia resources. In addition, users’ perceptions regarding the effectiveness of the digital content were collected through a questionnaire. The study focuses on the beginner level (A1) designed for young learners, with the aim of determining the extent to which the platform’s content aligns with internationally recognized standards for foreign language education. The findings indicate that the platform has several strengths, including the integration of multimedia resources such as animated dialogues, stories, educational games, and the adoption of language immersion strategies in presenting instructional content. However, the results also reveal certain limitations related to the pace of learning, the length of dialogues, and the number of new vocabulary items introduced within some instructional units for beginner learners. Based on these findings, the study proposes several recommendations to improve the design and organization of digital content in accordance with CEFR standards, thereby enhancing the effectiveness of digital platforms in teaching Arabic to non-native speakers
From Corpus to Curriculum: A Data-Driven Transformative Framework for Designing Arabic for Tourism Materials
This study proposes a data-driven methodological framework for transforming specialized corpus findings into instructional materials for Arabic for tourism purposes. It addresses the gap between authentic Arabic tourism discourse and traditional teaching materials that often rely on linguistic intuition or constructed texts. Adopting a design-oriented analytical approach, the study constructed a representative Arabic tourism corpus and analyzed it using corpus linguistic tools to extract high-frequency lexical items, collocations, multi-word expressions, and recurrent structural frames. The findings were then subjected to a pedagogical filtering mechanism integrating usage frequency, communicative function, and needs analysis. Results indicate that collocations and recurrent structural patterns constitute more pedagogically effective units than isolated vocabulary items, and that raw frequency alone is insufficient for curriculum design. The study introduces a multi-stage Corpus-to-Curriculum model that integrates corpus linguistics with Arabic for Specific Purposes and reconceptualizes the instructional unit based on authentic usage patterns
Collocations Data-Driven Curriculum Design
Copyright (c) 2024 SCHOLAR https://creativecommons.org/licenses/by-nc/4.0
A proposed vision for developing the teaching performance of teachers of Arabic to non-native speakers considering quality standards. (Descriptive study)
This study aims to build an analytical educational framework for developing the teaching performance of Arabic language teachers for non-native speakers in light of educational quality standards, starting from analyzing the current reality of teaching practices and identifying the professional standards necessary to enhance teacher competence. The study relies on the descriptive-analytical method to reveal the level of teaching performance in the areas of planning, implementation, assessment, professional practices, and the use of technology in the educational process. The analysis results reveal that the level of teachers' instructional performance falls at a medium level in light of quality standards, with variations in the extent to which performance indicators are achieved across different areas, and a notable impact of the level of technological skills utilization on the effectiveness of the educational process. The results also indicate the need for an organized professional development framework that links quality standards with actual teaching practices within the educational environment. The study proposes an integrated developmental model based on identifying professional standards for teaching performance, reorganizing planning, implementation, and evaluation processes, enhancing continuous professional practices, and integrating educational technology as a structural component of teaching performance. The study contributes to the development of educational literature in the field of preparing Arabic language teachers for non-native speakers, and provides a practical framework that can be employed in teacher preparation programs and continuous professional development. Keywords: Developing teaching performance, quality standards, Arabic teachers for non-native speakers, teacher preparation, professional competencies, quality of education
teachers of Arabic for non-native speakers
Language Games and the Reconstruction of Grammatical Awareness in Teaching Arabic as a Second Language: An Analytical Study Based on Teachers’ Perceptions
This study investigates the impact of language games on developing grammatical structures among learners of Arabic as a second language, based on teachers’ perceptions. It is grounded in the assumption that traditional grammar instruction in Arabic often remains abstract and explanatory, limiting learners’ ability to internalize grammatical structures functionally. The study employed a descriptive-analytical approach, using a 44-item questionnaire administered to teachers of Arabic as a second language to examine areas of language game implementation, perceived effectiveness, and associated challenges. The findings revealed high levels of teacher agreement regarding the effectiveness of language games in teaching grammatical structures, particularly within classroom settings during lesson introduction and assessment stages. Reported challenges were of moderate level. Statistically significant differences were found in favor of teachers holding postgraduate degrees. The study concludes that language games function as a constructive pedagogical tool capable of reshaping learners’ grammatical awareness when embedded within purposeful instructional design. It emphasizes that the success of gamified instruction depends on professional training and pedagogical awareness rather than mere implementation. The study recommends systematic integration of gamification strategies into teacher preparation programs for Arabic as a second language.
A Multisensory Design-Based Educational Approach for Teaching Arabic to Visually Impaired Non-Native Speakers: A Developmental Analytical Framework
This study aims to construct an analytical educational framework for developing Arabic language instruction for visually impaired non-native speakers, in light of inclusive education principles and multisensory instructional design. The study begins with a critical analysis of the contemporary educational landscape in Arabic programs for non-native speakers, focusing on the extent to which these programs address the cognitive and sensory needs of visually impaired learners. The study adopts a conceptual educational analysis approach, extracting the organizing principles of language learning for the blind, and analyzing curriculum design requirements, instructional content, teaching strategies, and assessment methods to ensure sensory and cognitive accessibility. The results reveal a clear methodological gap between the language learning needs of visually impaired learners and prevailing teaching practices, which often rely on partial adaptations rather than a comprehensive reconstruction of the learning environment. The findings also indicate that the effectiveness of language acquisition for this group is directly related to the degree of integration of alternative sensory inputs, the level of assistive technology utilization, and the flexibility of instructional design. The study proposes a comprehensive educational framework for teaching Arabic to visually impaired non-native speakers, based on reorganizing learning outcomes, reconstructing instructional content, adapting teaching strategies, and developing alternative sensory assessment systems. The study contributes to the theoretical foundations of inclusive education in the field of foreign language teaching and provides a practical model applicable in the design of specialized educational programs.
Arabic language instruction for non-native speakers
The Effect of Project-Based Learning on Developing Speaking Skills among Arabic as a Foreign Language Learners in International Schools: A Multidimensional Quasi-Experimental Study
This study examined the effect of Project-Based Learning (PBL) on developing speaking skills among learners of Arabic as a foreign language in international schools, through a multidimensional analysis of oral performance components. A quasi-experimental design was employed using a pretest–posttest control group approach. The sample consisted of 38 seventh-grade students, assigned to an experimental group (n = 21) and a control group (n = 17). The experimental group was taught באמצעות PBL over eight weeks, while the control group received traditional instruction. An observation checklist comprising 27 sub-skills across four domains (cognitive, linguistic, phonological, and interactive) was used. The results revealed statistically significant differences (α ≤ 0.05) in favor of the experimental group in overall speaking skills and all subdomains, with a large effect size. The findings are interpreted in light of the roles of interaction, task engagement, and contextualized language use in enhancing oral proficiency. The study recommends integrating PBL into Arabic language curricula for non-native speakers and adopting authentic assessment tools to evaluate speaking performance in real communicative contexts