Perceptions of Middle School Arabic Language Teachers Towards the Development of Argumentative Writing Skills
DOI:
https://doi.org/10.17507/jltr.1601.19Keywords:
Teachers Perceptions, Arabic language teachers, Saudi middle schools, argumentative writingAbstract
This study examined Arabic language teachers' conception of argumentative writing and their perceptions towards developing argumentative writing skills among middle school students. It also sought to identify the factors that affect or hinder teachers' implementation of teaching argumentative writing skills in middle schools in the Kingdom of Saudi Arabia. The study employed a mixed-method approach with a sequential explanatory design. The study collected data from 260 middle school Arabic language teachers using a structured questionnaire with five sections covering: their conceptions of argumentative writing, their conceptions of argumentative writing skills, their perceptions of the importance of developing these skills in middle school students, their perceptions of the requirements for developing these skills, and their perceptions of the obstacles to developing these skills. Additionally, a semi-structured interview was conducted with nine female teachers to provide qualitative insights and further contextualize the quantitative survey findings. The findings revealed that middle school Arabic language teachers held a moderate level of perceptions towards the development of argumentative writing skills among their students. Based on these findings, the study recommended that the Arabic language curricula in Saudi middle schools should place a greater emphasis on cultivating argumentative writing skills, given their importance in refining students' personalities and enhancing their ability to express opinions and persuade others.
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