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Abstract

The aim of the research is to address phonological issues among learners of Arabic as a foreign language through a program based on the humanistic approach. The research group consisted of 30 learners, and a humanistic approach program was implemented to address the phonological issues faced by these learners. A pre-test and post-test for phonological problems were conducted. The experimental treatment materials included the proposed program and a teacher’s guide outlining the procedural steps for presenting and delivering the program's topics and content. The research tools comprised a phonological issues test. An experimental design (single group) was employed, with pre-test and post-test assessments. The research results indicated a statistically significant difference at a significance level of 0.01 between the mean scores of the learners in the pre-test and post-test for the phonological issues test, favoring the post-test. There was also a statistically significant difference at a significance level of 0.01 between the mean scores of the learners in the pre-test and post-test for the subcategories of difficulties, favoring the post-test. The effectiveness of the humanistic approach program in addressing phonological issues among beginner learners of Arabic as a foreign language was confirmed.

Article Type

Article

First Page

166

Last Page

193

Publication Date

9-15-2024

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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