Literaturnachweis - Detailanzeige
| Autor/inn/en | Musleh, Omran Ahmad; Ibrahim, Mohamed Abdelrahman; Altakhaineh, Abdel Rahman Mitib |
|---|---|
| Titel | Non-Native Speakers' Attitudes towards the Use of Short Arabic Stories in Language Classes |
| Quelle | In: Journal of Language and Linguistic Studies, 16 (2020) 4, S.1760-1773 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Musleh, Omran Ahmad) ORCID (Ibrahim, Mohamed Abdelrahman) ORCID (Altakhaineh, Abdel Rahman Mitib) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1305-578X |
| Schlagwörter | Semitic Languages; Second Language Learning; Second Language Instruction; Student Attitudes; College Students; Literary Genres; Group Discussion; Gender Differences; Positive Attitudes; Institutional Characteristics; Native Language; Teaching Methods; Foreign Countries; Malaysia |
| Abstract | This study aims to investigate the attitudes of non-Arabic students towards reading short stories in Arabic at universities in Malaysia, with a focus on three variables: the students' university, gender, and mother tongue. A mixed-methods approach was employed, using a questionnaire and semi-structured focus group discussion with 58 participants. The study found that the students had positive attitudes toward reading short stories. There were no statistically significant differences between the participants' attitudes based on type of university, gender, and mother tongue. With respect to the types of short stories students prefer, comic stories were read most frequently by students. Finally, students also found it very encouraging and supporting to use short stories to enhance their Arabic language skills. The study concludes with some recommendations for further research. (As Provided). |
| Anmerkungen | Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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