The Perspective of Theology Faculty Students on Arabic Preparatory Education: The Example of Ondokuz Mayıs University Faculty of Theology

Abstract

This study examines students' perceptions at the Faculty of Theology at Ondokuz May & imath;s University regarding Arabic preparatory education. Students' attitudes, motivation levels, and perceived language proficiency were analyzed within various demographic and educational variables, particularly the type of high school they graduated from. The identification of differences aims to understand the extent to which the preparatory program meets the needs of various student profiles and to contribute to improving these programs. The study was conducted using a cross-sectional survey research method. Crosssectional survey research is the most commonly used type of survey research and can be performed on variables such as perceptions, attitudes, and needs. At the same time, different groups can be compared in the context of these variables. The quantitative data of the research, which was conducted using the survey technique, one of the quantitative research methods, were collected through a structured questionnaire developed by the researcher. In addition to demographic questions, the questionnaire form included multiple-choice questions that determined the views of theology faculty students on Arabic preparatory education. After expert opinion and pilot application, the questionnaire form was finalized. The reliability of the data collection tool was confirmed by calculating the Cronbach's alpha coefficient as 0.789. The measurement tool was applied to 325 students enrolled in the first and second years of OM & Uuml; Faculty of Theology in the spring semester of the 2023-2024 academic year, and 319 valid surveys were included in the evaluation. The data were analyzed using descriptive statistics and the chi-square (X-2) test with the SPSS program. The findings revealed that students' attitudes and experiences toward Arabic preparatory education differed significantly depending on the type of high school they graduated from. Imam Hatip High School graduates due to their prior exposure to Arabic and religious education at the secondary level approached Arabic learning with higher motivation, reported greater satisfaction with the preparatory process, and perceived themselves as more proficient in reading, writing, and speaking skills. In contrast, Anatolian High School graduates, who generally did not receive Arabic education, stated that they found the language challenging and reported lower levels of satisfaction with the program. While 62.4% of students think that Arabic preparatory education is necessary for theology education, only 22.3% said that the language skills gained through this education are sufficient to meet their academic needs. Furthermore, 43.6% stated that they could only use these skills partially, while 28.5% stated that they could not use them at a sufficient or functional level. These data show that the preparatory program did not enable all students to achieve the language proficiency it aimed for and did not fully meet the linguistic requirements of the undergraduate courses. The study also examined students' evaluations of course content, teaching methods, and audiovisual materials. Although no significant differences were found regarding high school type, students generally stated that course materials and teaching methods were only moderately adequate. This situation indicates that pedagogical diversity in Arabic teaching should be increased, and approaches sensitive to individual differences should be adopted. In particular, modern methods such as communicative language teaching, task-based learning, and the integration of digital learning tools have the potential to increase student interaction and ensure that the language is learned permanently. Another issue highlighted in the study is the pedagogical competence of teaching staff. In many faculties of theology, Arabic is taught by academics who are experts in classical grammar or literature, and, likely, these individuals have not received formal training in foreign language teaching. This situation constitutes a significant disadvantage, especially for students who do not have a background in Arabic. Qualitative language instruction requires a pedagogical framework that takes into account learner diversity, motivational differences, and cognitive readiness levels. Based on the findings, various curriculum and policy recommendations have been put forward. First, Arabic instruction should not be limited to a one-year preparatory program; it should be integrated into the entire undergraduate program in a comprehensive and gradual manner. This will enable students to consolidate and develop their language skills over time. In addition, support mechanisms should be designed for students who begin the program without any background in Arabic. This support can be provided through remedial courses, individual counseling, or online support modules. In conclusion, this study highlights the need to reevaluate the scope, methods, and outcomes of Arabic preparatory education in theology faculties in Turkey. While students who graduated from Imam Hatip High Schools benefit partially from the current education system, other high school graduates with no background in Arabic face various difficulties. Therefore, Arabic preparatory education should be restructured to include students with different levels of prior knowledge, employing different teaching methods and techniques in line with language teaching strategies.