Investigating Arabic teachers' perceptions of extensive reading practices in higher education

This study investigated Arabic teachers' perceptions of the practice of extensive reading (ER) in the United Arab Emirates (UAE). The study was conducted as part of an interdisciplinary research project at one of the largest higher education institutions (HEIs) in the country. The project aimed to develop and launch an Arabic online reading tracking tool to mirror its successful English forerunner, the M-Reader. The present study aimed to use teachers' perceptions to proactively address any challenges regarding the support needed from HEIs before launching the tool. A total of 34 teachers of Arabic courses in an HEI responded to an online questionnaire, which explored the reasons for, methods and approaches used, and motivation techniques and difficulties associated with implementing ER. The results showed that the teachers were aware of the benefits associated with ER practice and its positive impact on language competency. They reported encountering difficulties, which included students' lack of interest and time for reading and their inability to read independently. Teachers also reported challenges in motivating students to read and in assessing ER practices, particularly when ER is a standalone course rather than a part of the curriculum. Based on the results, we offer practical suggestions that can benefit ER practitioners in HEIs. We conclude by offering a set of implications for the successful implementation of ER programs.

Automated summary

This study examines Arabic teachers' views on the use of extensive reading (ER) in the United Arab Emirates (UAE). It was conducted as part of a larger project at a major higher education institution to develop an Arabic online reading tracking tool. A survey of 34 Arabic course teachers revealed that they recognized the benefits of ER but faced challenges such as students' lack of interest, time constraints, and difficulties in motivating them to read.