Hazırlık Sınıfında Öğrenme Dinamikleri: Arapça Materyallerin İçerik ve Etki Analizi (Silsiletü’l-Lisân Örneği)
Learning Dynamics in Preparatory Programs: An Analysis of the Content and Impact of Arabic Teaching Materials (Silsiletu’l-Lisan as a Case Study)

Summary/Abstract: Throughout history, people have sustained their lives by acquiring different languages and cultures. Language learning has become one of the fundamental requirements of global communication, beyond merely offering the opportunity to get to know different cultures and civilizations. Among the most widely spoken languages in the world, Arabic has become a language learned by many people. In Türkiye, various teaching materials have been developed for Arabic, which is taught formally at different levels of education. Among these materials, Silsiletu’l-Lisan is one of the most commonly used textbooks at the undergraduate level. Despite its widespread use, it is important to identify and address the shortcomings perceived by the target audience during the implementation process of these resources. This study evaluates elements such as the balance between text and grammar, vocabulary– unit compatibility, skill distribution, and content adequacy of the aforementioned book series from the perspective of students. A survey was conducted with 91 students enrolled in the Arabic Preparatory Class at the School of Foreign Languages, Hitit University, during the 2024–2025 academic year. As a data collection tool, a 21-item questionnaire including a five-point Likert scale and open-ended questions was administered. In some questions, the number of responses may exceed or fall below the total number of participants. This stems from the instruction allowing participants to answer only the questions they felt confident about. The data obtained from the survey were analyzed using both quantitative and qualitative analysis techniques; while quantitative data were subjected to statistical analysis, qualitative data were thematically categorized through content analysis. The findings revealed that including unnecessary or excessive details in some units negatively affected student motivation, the text–grammar balance did not meet expectations, vocabulary–unit compatibility was not always achieved, and exam content primarily focused on reading skills while neglecting other language skills. Furthermore, it was found that differences in proficiency levels within the classroom adversely impacted learning effectiveness. Consequently, several recommendations were developed for both the designers of teaching materials and instructors of Arabic. These recommendations include simplifying the content, designing activities that across the four language skills, strengthening vocabulary–topic alignment, and using supplementary materials to minimize proficiency differences. This study aims to contribute both theoretically and practically to the process of evaluating and improving materials used in Arabic language teaching.

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