The impact of Culturally tailored Arabic Courses on Learners’ Motivation and Proficiency

Abstract

Abstract

This is a research on how culturally oriented courses in Arabic influence the motivation and language proficiency of learners. Although the conventional Arabic models tend to focus on grammar and standardized material, they do not always take into account the cultural backgrounds of their students and their life experiences, which may affect the engagement and the learning results. The research design is a mixed-methods quasi-experimental study that assesses two groups of adult learners; one experimental group where learners received culturally aligned instructions and the other control group that was taught using a conventional curriculum. Pre- and post-tests on motivation (modified after the AMTB and L2 Motivational Self System) and proficiency (based on ACTFL/CEFR standards) were taken to gather quantitative data. The qualitative data of interviews, classroom observations and journals by learners gave an opportunity to understand how learners view cultural relevance. Findings have shown that students who received culturally sensitive teaching showed a much better motivation, engagement, and achievement in reading, writing, listening, and speaking than students who were in the control group. Findings of the qualitative research indicate that cultural relevance increased the confidence of learners, meaningful learning, and continued engagement. The research has ended with the conclusion that culturally sensitive Arabic instruction is useful to enhance not only motivational but also linguistic results, but also the curriculum development, teacher education, and the future research of the Arabic as a Foreign Language (AFL) setting.

Keywords: learning Arabic language, cultural adaptation, motivation, language proficiency, SLA, culturally responsive pedagogy.