This study examines effective methodologies for teaching Spanish as a foreign language in the Arab world, analyzing the unique linguistic and cultural challenges faced by Arabic-speaking learners. Using a mixed-methods approach, the research combined quantitative data from a questionnaire administered to 80 Spanish language teachers in Arab countries (with an overall reliability coefficient of α = 0.89), qualitative data from semi-structured interviews with 12 experienced teachers, and structured observations of 15 Spanish language classrooms. The study revealed high teacher awareness of effective methodologies (Mean = 3.82, SD = 0.78) but identified notable gaps in implementation, particularly in technology integration (Mean = 3.41, SD = 1.05). Teachers demonstrated strong competence in addressing pronunciation difficulties specific to Arab learners (Mean = 3.90, SD = 0.82) but showed lower implementation of Arabic-Spanish contrastive analysis (Mean = 3.40, SD = 1.10). A significant need for professional development emerged, with teachers expressing strong interest in acquiring resources specifically designed for teaching Spanish in the Arab context (Mean = 4.15, SD = 0.75). The study also found moderate integration of intercultural elements (Mean = 3.55, SD = 1.05), suggesting room for improvement in fostering intercultural competence. These findings highlight the need for enhanced teacher training, development of context-specific curricula and resources, improved technology integration. The research contributes to understanding how linguistic and cultural factors specific to Arab learners can be effectively addressed in Spanish language classrooms.
Allouzi et al. (Mon,) studied this question.