Eskiyeni

Öz

Teaching Arabic holds a pivotal role within Faculties of Theology. Numerous studies on Arabic instruction in these faculties assert that students perceive this education as inadequate, with the desired level of success remaining elusive for years and, in some cases, regressing in a negative direction. Instead of attributing the challenges solely to issues related to students, teachers, or the system, a more meaningful approach involves a holistic examination of the problem's background. Based on this need, this study aims to identify the problems encountered in Arabic language teaching in the Faculties of Theology in Turkey and to determine the dimensions of these problems. In addition, the concluding section includes various suggestions for solutions to these problems. This study, which is important in addressing and solving the problems related to Arabic language teaching in Faculties of Theology from a holistic perspective, utilized the “meta-synthesis method”. Through this method, the studies’ findings on the relevant subject were brought together, analyzed, and synthesized from a broader and higher perspective. The unique aspect of this research is that it brings together the studies on the researched topic, analyzes and evaluates the common themes in these studies, and provides in-depth information that a single study cannot provide. In this study, 151 studies were reached by conducting a wide literature review on research conducted between 1996 and 2024 in various databases using keywords. These studies were analyzed in terms of multiple aspects such as research questions, data collection techniques, and reported findings, and the studies to be included in the research were determined. The main criterion for including the studies was that they were field studies on the problems experienced in Arabic language teaching in the Faculties of Theology. In addition, for the studies to be qualified and the data to be analyzed in depth, the sample size criteria recommended in the literature were also followed. Fifteen qualified studies that met these criteria were identified and included in the sample of this study. The study applied the “thematic analysis” technique recommended in meta-synthesis studies to identify themes and categories. Three main categories and 18 sub-themes emerged from this analysis. Within the category of “problems arising from the instructors,” the study highlights issues such as the implementation of lessons using a grammar-oriented lecture method, deficiencies in developing students’ Arabic speaking and self-expression skills, and a lack of support for the teaching process with tools and materials beyond the textbook. Meanwhile, the “problems arising from the students” category illuminates themes of students' negative attitudes toward the Arabic language, often perceiving it as difficult, and their lack of motivation. In the category titled “problems arising from the educational institution,” the study reveals noteworthy challenges, including overcrowded classrooms and the discontinuation of Arabic lessons after the preparatory class. By shedding light on these issues, the study aims to contribute valuable insights to improve the teaching of Arabic within the Faculties of Theology, fostering a more effective and engaging learning environment.