The present literature review examines the factors that impact the
motivation for learning Arabic as a foreign language. The review identifies and
discusses several key factors that have been explored in recent studies, such
as learners’ backgrounds and attitudes
towards Arabic language and culture, the perceived usefulness of the language,
and teaching approaches and teachers’ personality. The review suggests the
significance of integrating cultural learning components into the curriculum and encouraging learners’
appreciation of Arabic language and
culture. It also emphasizes the need for instructors to help learners
identify practical opportunities to use the language, and explore innovative
and diverse teaching techniques, including the use of technology and digital
tools. Finally, the review highlights the importance of providing a safe and
supportive learning environment, where learners can practice their AFL skills
without fear of criticism.
References
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