Work

Exploring linguistic teachers' perceptions of introducing Chinese language courses in Saudi Arabian public schools

Year: 2025

Type: article

Abstract: Chinese language courses have been introduced in Saudi public schools, but linguistic teachers’ perceptions remain underexplored. This study examined their attitudes, perceived challenges, and professional development opportunities. A cross-sectional survey of 420 linguistic teachers from 116 public schools used a 19-item Likert-scale questionnaire and one open-ended item. Quantitative data were analyzed with descriptive statistics, Pearson correlations, and multiple linear regression; qualitative responses underwent thematic analysis. Overall, 63.6 % reported positive attitudes toward integrating Chinese, 78 % cited high or very high challenges, and 67.1 % saw professional growth opportunities. Attitudes correlated strongly with perceived professional growth and moderately with challenges. Younger age predicted lower attitudes; teaching Arabic predicted higher challenges. While overall support exists for introducing Chinese courses, barriers such as limited resources, student motivation, and community acceptance remain.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2025.101843

Author: Ali Alfaifi

Institution: Jazan University

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,180