The author of this document has limited its availability to on-campus or logged-in CSUSB users only.
Off-campus CSUSB users: To download restricted items, please log in to our proxy server with your MyCoyote username and password.
FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS
Date of Award
Restricted Dissertation: Campus only access
Doctor of Education in Educational Leadership
First Reader/Committee Chair
This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative and qualitative findings complemented each other, which allowed for data triangulation. Recommendations for practice, policy, and future research were made given the results of this mixed-methods research study.
Hammad, Mahbuba, "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS" (2017). Electronic Theses, Projects, and Dissertations. 607.