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Teachers’ beliefs and instructional behaviors affect one another through dynamic, ongoing interaction in planning, interaction, and assessment. This study investigates Arabic teachers’ theoretical beliefs about approaches to learning and teaching Arabic, and tests the relationship between these beliefs and observed classroom practices.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-relationship-between-teachers-theoretical-beliefs-and-classroom-practices-in-teaching-arabic/594294/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-relationship-between-teachers-theoretical-beliefs-and-classroom-practices-in-teaching-arabic/594294.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the study on Arabic teachers’ beliefs and classroom practices?","Question",{"text":111,"@type":112},"The study explores Arabic teachers’ theoretical beliefs about approaches to learning and teaching Arabic, and examines the relationship between those beliefs and classroom practices.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the research conducted and what data were collected?",{"text":116,"@type":112},"A quantitative correlational design was used. The population includes 37 teachers, with 5 qualified teachers observed using purposive sampling. Data were collected through questionnaires and classroom observations.",{"name":118,"@type":109,"acceptedAnswer":119},"What key findings were reported about teachers’ theoretical beliefs and their impact on practice?",{"text":120,"@type":112},"Arabic teachers showed three types of theoretical beliefs: Dominant, Dual, and Multiple, with Dual beliefs more dominant. 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ABDUL HAMID   \nABDUL WAHAB ROSYIDI   \nUniversitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia  \nAbstract  \nTheoretical knowledge is crucial for effective Arabic language teaching. However, it must align with teachers’ beliefs to influence classroom practices and impact learning outcomes, as teachers’ beliefs and classroom practices dynamically influence one another. This study aims to explore the theoretical beliefs of Arabic language teachers regarding to the approach to learn Arabic and to examine the relationship between teachers’ theoretical beliefs and their classroom practices. This study used a quantitative approach with a correlational method to investigate the theoretical beliefs of Arabic teachers regarding to the approach to teaching Arabic and the relationship between these beliefs and classroom practices. The research population consists of 37 teachers with 5 qualified teachers to be observed in their classroom practices based on the purposive sampling. Data were collected through questionnaire and observation, and Spearman’s Rank Correlation analysis was used to analyze the data. The results show that 1) Arabic language teachers have three different types of theoretical beliefs there are Dominant, Dual, and Multiple Beliefs in which Dual beliefs are more dominant than the other beliefs. 2) There is a positive relationship between the theoretical beliefs of Arabic teachers and their classroom practices. This study highlights the importance of pedagogical implications for the education of Arabic language teachers. It also to recommends that teacher training programs are designed to supply necessary skill to instructors to explore diverse theoretical and methodological approaches to Arabic language teaching, with an emphasis on the importance of a positive relationship between belief and practice.  \nKeywords: Arabic teaching; classroom practice; language education; language teaching approaches; teacher’s theoretical beliefs  \nCopyright © 2025  \nAidillah Suja, Muassomah Muassomah, Sutaman Sutaman, M. Abdul Hamid & Abdul Wahab Rosyidi  \nIntroduction  \nLanguage learning is important in global communication, cultural exchange, and economic development. Being one of the most widely spoken languages in the world, Arabic occupies a prominent position, with approximately 400 million speakers in 25 countries (Abdel-Malek, 2024). This popularity has led to the proliferation of Arabic as a foreign language studies, with hundreds of schools and millions of students worldwide seeking to improve their proficiency in the language (Abu-Melhim, 2014; Al-Nahdi & Zhao, 2022). However, Arabic language teaching has challenges that set it apart from other foreign language teaching, therefore it needs special approach by considering its linguistic, social, and pedagogical complexities (Wahba et al., 2014; Dajani, 2017; Katbi & Al-Rababah, 2017; Almelhes, 2024) .  \nResearch in foreign language teaching has identified various teaching approaches, includingthe Skill-Based Approach, Rule-Based Approach, and Function-Based Approach (Stern, 1986; Johnson, 1992). Each of them emphasizes a different aspect of the language teaching process. The effectiveness of these approaches, however, is strongly influenced by teachers’beliefs (Song, 2014; Borg & Sanchez, 2020; Lőrincz, 2023) . These beliefs act as a cognitive filter in teachers’ instructional decision-making (Pajares, 1992; Rodgers et al., 2022; Martinez et al., 2024) . These beliefs influence various aspects of the educatio","cbCaiiBeDhv25Vcs","https://ap.wps.com/l/cbCaiiBeDhv25Vcs","pdf",411588,"English","# Abstract\n# Introduction","[{\"question\":\"What is the purpose of the study on Arabic teachers’ beliefs and classroom practices?\",\"answer\":\"The study explores Arabic teachers’ theoretical beliefs about approaches to learning and teaching Arabic, and examines the relationship between those beliefs and classroom practices.\"},{\"question\":\"How was the research conducted and what data were collected?\",\"answer\":\"A quantitative correlational design was used. The population includes 37 teachers, with 5 qualified teachers observed using purposive sampling. Data were collected through questionnaires and classroom observations.\"},{\"question\":\"What key findings were reported about teachers’ theoretical beliefs and their impact on practice?\",\"answer\":\"Arabic teachers showed three types of theoretical beliefs: Dominant, Dual, and Multiple, with Dual beliefs more dominant. A positive relationship was found between theoretical beliefs and classroom practices.\"}]","Examining the relationship between teacher’s theoretical beliefs and classroom practices in teaching Arabic | PDF",48]