alrawi, A., Alazawi, A. (2026). The Attitudes of Arabic Language Teachers Toward the Use of Adaptive Learning to Enhance Reading and Comprehension Skills Among Intermediate School Students. , 2026(2), 406-429. doi: 10.37653/juah.2026.167044.1386
Aisha Muwaffaq Hussein alrawi; Abeer Adnan Abdulrahman Alazawi. "The Attitudes of Arabic Language Teachers Toward the Use of Adaptive Learning to Enhance Reading and Comprehension Skills Among Intermediate School Students". , 2026, 2, 2026, 406-429. doi: 10.37653/juah.2026.167044.1386
alrawi, A., Alazawi, A. (2026). 'The Attitudes of Arabic Language Teachers Toward the Use of Adaptive Learning to Enhance Reading and Comprehension Skills Among Intermediate School Students', , 2026(2), pp. 406-429. doi: 10.37653/juah.2026.167044.1386
alrawi, A., Alazawi, A. The Attitudes of Arabic Language Teachers Toward the Use of Adaptive Learning to Enhance Reading and Comprehension Skills Among Intermediate School Students. , 2026; 2026(2): 406-429. doi: 10.37653/juah.2026.167044.1386

The Attitudes of Arabic Language Teachers Toward the Use of Adaptive Learning to Enhance Reading and Comprehension Skills Among Intermediate School Students

Journal of University of Anbar for Humanities
Volume 2026, Issue 2, June 2026, Pages 406-429    PDF (4.26 M)
Document Type: Research Paper
DOI: 10.37653/juah.2026.167044.1386
Authors
Aisha Muwaffaq Hussein alrawi* 1; Abeer Adnan Abdulrahman Alazawi2
1Anbar university
2aliraqia university
Abstract
Aims: The current research aims to identify the attitudes of Arabic language teachers (male and female) toward using adaptive learning to enhance reading comprehension skills. It also aims to determine the statistical significance of differences in these attitudes according to the gender variable (male–female). Finally, the research seeks to reveal the attitudes of Arabic language teachers toward using adaptive learning to enhance reading comprehension skills based on the variable of years of teaching experience. Methodology: To achieve the research objectives, a questionnaire was developed specifically to measure the attitudes of Arabic language teachers toward using adaptive learning to enhance reading comprehension skills. The questionnaire consisted of (35) items answered on a three-point scale (Agree – Unsure – Disagree). The research sample comprised (40) male and female teachers working in middle schools affiliated with the Anbar Education Directorate. Results: After statistically processing the data using t-tests for one sample and two independent samples, the analysis yielded the following results: Positive attitudes were found among the research sample members toward using adaptive learning in teaching Arabic, indicating the potential of employing this approach to develop the educational process and enhance students' reading comprehension skills. The analysis results showed no statistically significant differences in the mean responses of the sample members according to the gender variable (male and female). Furthermore, the mean responses of the sample members did not show statistically significant differences according to the variable of years of teaching experience. Conclusions: It can be concluded that Arabic language teachers possess a clear positive readiness to adopt adaptive learning as an effective approach to enhance reading comprehension skills, regardless of their gender or years of experience. This confirms that the successful implementation of this strategy is not linked to teachers' demographic characteristics as much as it is linked to providing appropriate technical support and a suitable classroom environment, which opens the door for extensive methodological development in Arabic language teaching. In light of the findings, the research recommends the following: the necessity of encouraging Arabic language teachers to employ adaptive learning strategies in their lessons and to follow up on their implementation and evaluation periodically; providing the technical requirements and educational programs that support the application of adaptive learning in preparatory schools; and redesigning classroom environments to align with the requirements of implementing adaptive learning systems in terms of equipment, student numbers, and technological infrastructure. The research suggests conducting further studies on larger samples from multiple regions of Iraq to explore the relationship between Arabic language teachers' attitudes toward adaptive learning and other variables such as motivation for learning and attitudes toward educational technology, thereby contributing to supporting positive attitudes toward using adaptive learning to enhance reading comprehension skills.
Keywords
Attitudes; Arabic language teachers; Comprehension skills
References
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  2. (2023). What is Adaptive Learning? The Ultimate Guide to Adaptive Learning.
  3. Ferguson, George A. (1981). Statistical Analysis in Psychology and Education (5th ed.). McGraw-Hill Book Company.
  4. Jing, Y., Zhao, L., Zhu, K., Wang, H., Wang, C., & Xia, Q. (2023). Research Landscape of Adaptive Learning in Education: A Cliometric Study on Research Publications from 2000 to 2022.
  5. Merrill, M. D. (2013). First Principles of Instruction. Hoboken, NJ: Wiley.
  6. Nunnally, J. C. (1978). Psychometric Theory. New York: McGraw-Hill.
  7. Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. Routledge.
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