Abstract

Educators teach Millions of Arabic language learners worldwide, most of whom are not native speakers. Despite their efforts in teaching, developing educational materials, and significant contributions to scientific research, there is a lack of research on them within the context of the Arabic language.

In this project, I explore students' perceptions of teaching practices for native-speaker teachers (NSTs) and non-native-speaker teachers (NNSTs), along with the advantages and disadvantages associated with each. Additionally, I aim to understand the impact of certain variables such as gender, age, nationality, language proficiency, and the purpose of studying on these perceptions.

Through 173 survey responses and eight semi-structured interviews, the researcher concluded that there are statistically significant differences in teaching practices between the two groups. Furthermore, Students appreciate both roles, acknowledging their complementary contributions to their educational journey. The optimal scenario, as perceived by the students, is studying with both types of teachers, benefiting from the strengths of each.

School

School of Humanities and Social Sciences

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Graduation Date

Winter 1-31-2024

Submission Date

1-15-2024

First Advisor

Dalal Abo El Seoud

Committee Member 1

Dalal Abo El Seoud

Committee Member 2

Shahira Yacout

Committee Member 3

Raghda El Essawi

Extent

121 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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