The Practical Performance Evaluation of Teachers of Arabic for Non-native Speakers in Light of their Learning Approaches and Academic Achievement

Document Type : Original Article

Authors

1 College of Education - New Valley University

2 Al-Azhar University

Abstract

The current study aims to identify the practical performance evaluation of pre-service teachers of Arabic as a foreign language in light of their learning approaches and academic achievement. The study sample consisted of (35) students from the fourth and eighth level students in the first semester of the academic year 2019-2020. The data collection instruments were a questionnaire of learning approaches of Arabic as a as a foreign language and an observation of practical performance. The results of the study indicated that there is a high level of practical performance among the research sample. There is no statistically significant relationship between the level of practical performance of pre-service teachers of Arabic as a foreign language and their learning approaches, except for the relationship between the classroom management aspect and the surface approach, so it was a negative relationship, and a statistically significant level (0.05). And there is no statistically significant relationship between the level of practical performance of pre-service teachers of Arabic as a foreign language and their academic achievement. There is no statistically significant relationship between the learning approaches of Arabic as a foreign language, and their academic achievement. There is no statistically significant difference in the level of practical performance of pre-service teachers of Arabic as a foreign language, according to their learning approaches. There is no statistically significant difference in the level of practical performance of pre-service teachers of Arabic as a foreign language, according to their level of achievement.

Keywords

Main Subjects

References

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