The extent of the availability of motivating elements in the educational environment of Arabic language institutes for non-native speakers in Saudi universities from the students' perspective

The research aimed to assess the availability of motivating elements in the educational physical environment of Arabic language institutes for non-native speakers in Saudi universities. A descriptive methodology was employed to gather data from students regarding these elements. The findings revealed that motivating elements in the educational environment are generally available in these institutes. Specifically, 25 out of 26 items in the questionnaire were found to be available, with one item being somewhat available. The most prominent motivating factor identified was the alignment of the curriculum with the needs of the learners. Conversely, the least available motivating element was the existence of a specialized learning resource center for teaching Arabic to non-native speakers. Based on these results, the researcher proposed several recommendations. Key among them was the necessity to establish specialized learning resource centers dedicated to teaching Arabic to non-native speakers in Saudi universities. The study also emphasized the importance of enhancing the artistic presentation of prescribed textbooks and creating diverse communication channels for learners to propose curriculum improvements. Furthermore, it highlighted the need for providing psychological, professional, and academic counseling services for students. Finally, the research called for improvements in assistive technologies to better serve individuals with disabilities. This study underscores the importance of a supportive educational environment in facilitating effective language learning for non-native speakers.