Arabic as "a critical-need" foreign language in post-9/11 era: a study of students' attitudes and motivation.

Taking into consideration President Bush's recent initiative that encourages Americans/students to learn "critical-need languages," this study explores the attitudes, perceptions, and motivation of American and international students regarding the teaching/learning of Arabic, one of the languages identified in the President's plan. The primarily quantitative study relies on the responses of 142 undergraduate and graduate students enrolled in an HBCU. Results of the study indicate that, although most of the respondents agree that learning Arabic is important for utilitarian purposes, they seem divided on its specific usefulness in their future careers. The two groups, however, differ in their general perceptions of the Arabic language/culture.

Background:

In January 2006, President Bush introduced the "National Security Language Initiative" aimed at increasing the number of Americans/students learning foreign languages, particularly what the initiative refers to as "critical-need" languages such as Arabic, Russian, Farsi, Hindi, and Chinese (1). The initiative, albeit a bit overdue, is an important one since it comes at a critical time when the entire world is faced with new challenges in developing/consolidating global understanding, intercultural communication, peace and economic prosperity. However, it came later than expected because over twenty-five years ago, the President's Commission on Foreign Language and International Studies (Strength through wisdom): A Critique of U.S. Capability, (2) which focused on the deterioration in foreign language skills in the United States, highlighted the necessity of consolidating the teaching/learning of foreign languages across all levels (1980, pp.9-57). The Commission indicated that, "our vital interests are impaired by the fatuous notion that our competence in other languages is irrelevant" (p. 12). At the time, a national survey regarding familiarity with foreign languages showed that "the total number of Americans familiar with Arabic, Chinese, Japanese, or Russian [three of which are included in President Bush's initiative] is less than 1.5 percent" (Eddy, 1980, p. 58). In the early 1990s, the number of college-level students enrolled in foreign languages study was still not very impressive. According to Mantle-Bromley (1995), "in 1991, a mere 8% of the nation's college students were enrolled in a FL [foreign language] class" (p.372). However, as Graham (2004) has recently indicated although the United States has "experienced some success in increasing the number of students learning a foreign language at the secondary school level, overall up-take is pyramidal in shape (...) in relation to foreign language enrollments in schools and universities" (p. 171).

Why the "critical- need" languages are critical:

Although all language varieties are vital to their native speakers and to those who interact with them in one way or the other, the "critical-need" languages identified in the President's initiative are of particular importance for a variety of reasons. First, the United States, the most developed country, should not wait for major tragic events, such as 9/11, to take place in its border in order to realize the extent of deficiencies in foreign language skill s (i.e. well-trained translators/interpreters in different languages). Indeed, the shortage in qualified and competent bilinguals in a variety of languages, particularly Arabic, became clear immediately after 9/11/2001. The number of advertisements for translators and interpreters by different US agencies and other non-governmental organizations (NGOs), especially in national security services, sky rocketed. Second, as Grosse and Voght (1990) have rightly observed, "global economic events such as increased competition from Japan and the development of a unified European market by 1992, have connected America's trade position to the interests of national security" (p. 45). Third, in terms of status in the international arena, three of the five languages identified in the initiative (Arabic, Chinese, and Russian) are among the six official/working languages of the United Nations; and, in regard to number of native speakers, four of the five languages (Chinese, Hindi, Arabic, and Russian) are among the top five languages of the world (Comoire, Matthews, & Polinsky, 1997). Moreover, all five languages referred to in the initiative are important in terms of international business, trade, economy, and diplomacy, since all function as official languages in their respective country/countries (China, Arabic speaking countries, Iran, Russia, and India).

Therefore, the importance of effective teaching/learning of the critical languages can not be underestimated, particularly in the context of the enormous challenges of the new millennium. They are not only needed for national security and economic/trade competitive reasons, but also for fostering global cultural understanding and dialogue essential to securing/maintaining conducive international environment for peace and prosperity. And although English remains a dominant language in the international arena, the "critical-need" languages will also remain critical. Focusing on these languages, however, would not necessarily undermine the importance of traditionally widely taught European foreign languages in the US such as Spanish, French, and German.

With reference to the status of the Arabic language today, Dahbi (2004) writes:

   Like English, Arabic is very much a global phenomenon today not
   only because it is the language of Arab countries (...) but also,
   and more importantly, because it is the language of Islam, another
   global phenomenon that covers a much larger part of the world and
   that seems to be making headway in regions where it was completely
   absent a few decades ago (p. 630).

Although Dahbi's point on the relationship between Islam and the Arabic language is undisputable, since Arabic is the language of the Quran, and because wherever Islam went some knowledge of the language went with it, that knowledge is often limited to the recitation of verses from the Quran, invocations, greetings, and prayers. And as I have indicated elsewhere (Taha, 2006) that limited knowledge of the language for the specific purposes of religious practice does not necessarily mean that all Muslims, particularly non-Arabs who constitute the majority of the believers, can or do actively use the language. To learn the standard/literary variety of Arabic they have to be exposed to it through formal education (i.e. classroom context). This is because even for colloquial Arabic speakers, mastery of the standard variety is usually achieved through formal education because of the diglossic nature of the sociolinguistic situation prevailing in the Arabic speaking countries.

Attitudes and motivation in second/foreign language learning:

In learning a second/foreign language (L2), usually a number of variables are involved in the process. This is true whether the learning occurs in the classroom, as is usually the case in foreign language contexts, or outside the classroom setting. Among the major individual differences that are often identified in L2 literature are the attitudes and motivation of the target language learners. Over the past four decades, numerous studies dealing with attitudes and motivation, among other variables involved in second language acquisition/learning, have been undertaken and reported in the literature (see Gardner and Lambert, 1972; Stern, 1983; Gardner, 1985; Mantle-Bromley, 1995; Sung & Padilla, 1998; Graham, 2004; Csizer & Domyei, 2005).

In second/foreign language learning research, the difference between attitudes and motivation has not generally been clear, particularly as to what each of these variables actually includes. Gardner and Lambert (1972), two pioneers in the research on L2 learning, define attitude in terms of the endurance exhibited by the learner in using extensive effort/energy to achieve a particular goal. Brown (1981) uses attitudes in the sense of the L2 learners' overall perceptions of the speakers of the target language and their culture. In addition to attitudes towards the target language speakers, Stern (1983) includes attitudes towards learning the target language itself and learning languages in a general way. However, attitudes may always vary depending on the sociolinguistic context in which the L2 is taught, among other factors. For example, different kinds of attitudes may be displayed in multilingual, bilingual, or monolingual situations.

The other individual L2 learner's variable that is often associated with attitudes in second language research is motivation. Research in this area has focused on the complexity of motivational differences and the ultimate success or lack of it in L2 learning. Motivation, within the field of L2 learning, is often used to refer to both the effort and the desire to reach the overall goal of learning the language (Gardner, 1985). In their extensive research regarding the role of motivation and attitudes in L2 learning, Gardner and Lambert (1972) and Gardner (1985), draw attention to two types of motivational orientations: instrumental and integrative. This distinction has become the basis of many studies in the field of second language acquisition. According to them, integrative orientation takes place in cases where the L2 learner looks forward to identify himself/herself with the culture of the speakers of the target language. In other words, the learner may be motivated to identify with the native speakers of the target language through the process of learning their language. On the other hand, instrumental orientation is associated with cases where the L2 learner's objectives for learning the target language are primarily utilitarian. In other words, the L2 is learned not as an end in itself, but as a means to achieve specific goal (s). This kind of motivation may include learning the L2 to get a good job, to travel, to use the L2 as a tool for further studies, or as a requirement for a degree. In a recent study, Csizer and Dornyei (2005) also identified seven "components" related to L2 learning, including integrative and instrumental motivations (p. 20). Other related terms to instrumental/integrative orientations used in L2 study include the distinction between extrinsic and intrinsic motivation (see Noels, Clement, & Pelletier, 1999).

Although integrative/instrumental orientations are often considered as two ends on a continuum, in some sociolinguistic settings (i.e. foreign vs. second language) one or the other may tend to be more prominent and/or more powerful (see, for example, Lukmani, 1972; Mac Namara, 1973). However, the degree of success achieved in L2 learning can also be related to both types of motivation (Burstall, 1975). And although there is a lack of general agreement on the actual role that the different variables involved in learning the L2 target language play, there is no doubt that motivation will always be a major factor in second/foreign language learning.

The Study: methods and procedures:

As indicated earlier, the purpose of this study was to explore the attitudes, motivation, and perceptions of students regarding the teaching/learning of Arabic as a foreign language in the post-9/11 era. For this purpose, a questionnaire was administered to a sample of 34 international/graduate and 108 American/undergraduate students enrolled in a historically Black University. Initially, a pilot study was conducted to determine the students' choice of the top "critical-need" foreign language for study/teaching purposes. Of the 25 responses received, eighteen students chose Arabic as the number one language. Therefore, it was decided to focus the actual survey on Arabic. The final questionnaire included three sections: (1) Background information; (2) A multiple choice question dealing with the students' opinions regarding the Arabic language teaching programs in the post-9/11 world; (3) Agreement/disagreement statements, based on a 5-point Likert type scale, dealing with both integrative and instrumental motivation for learning Arabic, attitudes towards the language and culture, and overall disposition to the study of languages other than English. The final section was devoted to additional comments. The actual questionnaire was distributed in seven foreign language classes (Spanish and French). Participation in the survey was voluntary, and eventually one hundred and eight questionnaires were completed and collected. For the international students, the questionnaire was administered in an ESL/ English for academic purposes class. The international students were enrolled in a Pre-academic Fulbright Program in summer 2006. A total of 34 completed questionnaires were collected.

Results and discussion:

Analysis of international students' data shows that there were 21 (61.7%) males and 11 (32.3%) females in the sample. Another two (5.8%) did not indicate their sex/gender. The undergraduate sample included 22 (20.3%) males and 85 (78.7%) females. One student did not indicate sex/gender (.9%). Regarding familiarity (not necessarily the ability to actively use the language) with languages other than English, all international students claimed the "knowledge" of one, two, and in a few cases more than three languages. On the other hand, 66 (61.1%) of American students claimed "familiarity" with another language, and only ten reported more than one. Over one-third of American students (42 or 38.8%) reported no "knowledge" of any other language. Table 1 shows the other than English languages that the students claimed to "know".

As the table indicates, international students reported twice the number of languages that American students reported to "know". Also, the top reported languages in both samples were Spanish and French, two of the traditionally widely taught foreign languages in the US. These were followed by German, Arabic, and Urdu for the international students. This reflects the fact that international students come from countries with diverse backgrounds and a variety of native languages. It may also reflect the general state of foreign languages in the US reported in the President's Commission Report of 1980.

Teaching Arabic in post-9/11 world in US universities:

With regard to the status of Arabic language programs in US universities in the post-9/11 era, the majority of the international students (20 or 58.8%) felt that they should be strengthened, whereas another 14 (41.1%) indicated that they should remain the same (as prior to 9/11). In contrast, the majority of American students (72 or 66.6%) thought that Arabic programs should remain the same as before 9/11, and only 35 (32.4%) believed they should be consolidated. One student (.9%) thought they should be abandoned entirely. Overall, 60.5% of the students surveyed believed the programs should remain the same, whereas 38.7% felt they should be strengthened. The international students demonstrated greater support for strengthening Arabic programs than the American students. International students' position seems to reflect current trends in other parts of the world. In this regard, Dahbi (2004) has recently observed that "the demand for Arabic language is on the rise in many parts of the world" (p. 630). Furthermore, American students' opinions appear to be in favor of the status quo regarding Arabic programs, which is not quite in line with President Bush's initiative that calls for more Americans to study foreign languages, including Arabic. This is because the majority of American students recognized the importance of continued teaching/learning of Arabic in US universities although they do not feel there is need for strengthening Arabic programs.

Further content analysis of the respondents' comments shows that the majority of the seventeen students who chose to make additional remarks (10 students) showed favorable attitudes towards Arabic language/culture. Others expressed either mixed feelings and/or unfavorable opinions. One student, of this latter group, even went further and expressed skepticism regarding the intentions behind increasing the number of Americans/students learning Arabic: "It seems to me the government is trying to make African Americans learn Arabic so we can go overseas and fight against the Arabs" (R. # 8). Another student wrote: "Learning Arabic is not as important as learning Spanish (currently)" (R. # 72). In contrast, other respondents highlighted the importance of learning Arabic. A business major student wrote: "Adding Arabic as a foreign language at FAMU will be a great asset to the students of the university" (R. # 70). A fourth year student expressed a similar opinion: "As a student here at FAMU, I feel it is important to learn as many languages as you can. Not only is it beneficial to your future, it also broadens your understanding of other cultures" (R. # 67). Another student indicated the importance of Arabic for specific purposes: "Sounds like a good idea. I know many who are interested especially in ROTC" (R. # 73). On the rationale behind teaching Arabic, one student felt that the language should not be taught more widely only "based on the fact that 9/11 happened. It should be taught because every one should have the opportunity to learn the language and culture" (R. # 26).

The Utilitarian dimension for learning Arabic as a foreign language:

Items (8) and (9) in the questionnaire were meant to tap students' motivation for learning Arabic. Table 2 shows students' responses to the statement "learning Arabic as a foreign language is important for my career goals; it will increase the chances of getting a decent job with the State Department, the Military, the United Nations, business, etc." Responses are presented on a scale of three for comparison purposes: Agree, not sure, and disagree. As these figures indicate, most American students (38.8%) were of the opinion that learning Arabic would increase the chances of getting a good job, with substantial numbers (34.2%) who were "not sure". Slightly more than one quarter of American students (26.8%) believe that learning Arabic is not important for their careers. In contrast, less than a quarter of the international students (17.6%) agreed that Arabic would be an asset to their careers. The rest of the international students' sample seemed to be equally divided between being in disagreement (41.1%) and "not sure". These results indicate that for international students, who already know one or more other languages, adding English as a foreign (global) language is probably more important in their future careers than Arabic. Overall, slightly over one-third of all students (35.9%) were not sure about usefulness of the language in their future careers with another 33.8% and 30.2% agreeing and disagreeing respectively. In contrast to this result, Grosse (2004) reported that the majority of her respondents (graduates with master's degree) "indicated that their foreign language skills and cultural knowledge have benefited them in their careers" (p. 366). However, Arabic was selected by less than 1% (least helpful language in the work place) of her respondents (p. 358).

With regard to item (9), the majority of American (62.9%) and international (55.8%) students seemed to be in agreement as to the importance of Arabic for travel and tourism purposes. Another 32.3% of international students were "not sure". About one quarter of American students (22.2%) felt that learning Arabic is not important for travel. Overall, 61.2% of all students believe Arabic would be useful for travel purposes.

Items (10) and (11) were designed to tap the respondents' disposition and attitudes toward the study of other languages and the degree of openness to other cultures (Tables 4 and 5).

Clearly, the majority of the students (84.5%) felt that learning Arabic is an asset, linguistically and culturally (Table 4). This might be because both groups, particularly international students, have either already experienced the advantages of knowing another language or in the process of learning one. It also reflects the students' recognition of the worthiness of adding another language.

In response to item (11): "I don't think learning Arabic is important to me since English is widely used all over the world," a majority of (65.4%) of the respondents showed their disagreement (Table 5). Only 19% of the entire sample agreed with the statement, whereas another 15.4% showed that they were "not sure". It is clear that the students differentiate between the well-established position of English as a global language and the importance of learning another language, Arabic in this case. After all, most of them already "know" or are learning another language (whether as a requirement or as an elective). Furthermore, they are aware of the fact that although English is widely taught and used around the world, there do exist communities in various parts of the globe where people have never been exposed to the language nor do they use it in their daily lives.

The integrative dimension for learning Arabic as a foreign language:

The last two items in the questionnaire, particularly item (13), were aimed at exploring the integrative orientation to the study of Arabic as a foreign language. The responses to the items (12) and (13) are summarized below (tables 6 and 7).

As far as teaching/learning Arabic as a heritage language is concerned, expectedly the majority of the respondents 115 (80.9%) indicated their disagreement. Only 13 (9.1%) of the students surveyed believe that learning Arabic is important for heritage reasons. This small group includes 17.6% of the international and another 6.4% of American students. They may be interested in learning the language because they likely come from Arabic and/or Islamic background.

Responses to the last item (13) regarding attitudes towards Arabic language and culture shows significant differences between American students and international students (Table 7). Although most (40.1%) of the entire sample indicated unfavorable attitudes to the language/culture, only 20.7 % of the international group as compared to 46.2% of the American students expressed negative reactions. In contrast, 52.9% of the international students and only 20.3% of American students displayed positive attitudes to Arabic language and culture. A substantial proportion of the whole sample (31.6%) was ambivalent or "not sure". Despite the reservations expressed, particularly by American students, regarding the degree of favorability of the language/culture in relation to learning Arabic (item 13), the majority of the same group were of the opinion that learning another language (Arabic) is culturally and linguistically enriching (item 10). In other words, American students expressed mixed and/or negative attitudes compared to international students who generally displayed favorable position in response to both items (11 & 13).

A close examination of these results shows that 17 of the 18 international students who indicated favorable attitudes towards Arabic language and culture were also in agreement that learning another language (Arabic) is culturally and linguistically enriching (item 10). Also, all the 22 American students who indicated that they like the language and culture were in agreement with the linguistic and cultural benefits of learning another language (Arabic). Overall, these results reflect that while most international students showed positive attitudes towards Arabic language/culture, most American students showed negative attitudes. This might be because international students probably have more experience with other languages and cultures in general than American students who are most likely exposed to foreign languages mainly in a classroom context. It may also be because of still lingering animosity after 9/11, or the on going war in Iraq.

Conclusions

This exploratory study indicates that while most of the international students (58.8%) feel that, in post-9/11 world, Arabic programs in US universities should be strengthened, most of the American students believe the programs should remain as they were prior to 9/11 (with no change); however, 60.5% of all the students surveyed were of the opinion that the programs should remain as before 9/11. The attitudes and motivation of those who recognize the importance of learning Arabic as a foreign language seem to be primarily for utilitarian purposes. This pragmatic dimension on learning Arabic as a foreign language is reflected in responses to the importance of Arabic for tourism/travel (61.2%), as an asset, both culturally and linguistically (84.5%), and as recognition to the fact that learning the language is important--despite the wide spread use of English as a global language--(65.4%). On the relative importance of Arabic for future careers, the respondents seem to be roughly divided between those who consider it useful (33.8%) and those who don't (30.2%) with most of them remaining "not sure".

As for the integrative dimension of learning Arabic as a foreign language, most of the students surveyed (40.1%) do not think that learning Arabic is important because they "like the language/culture". Finally, the majority of the students surveyed (80.9%) do not see Arabic as their heritage language and therefore do not agree with the importance of teaching it for that specific purpose.

Regarding President Bush's initiative, it is imperative to cite a foreign language scholar who, as early as 1980, wrote on the urgency of implementing the recommendations of the President's Commission of 1980: "recommendations must be translated into legislation and money ... If we want to affect change, the time is now!" (Vaught, 1980, p. 107. Emphasis original). Now that President Bush "will request $ 114 million in FY07" (Powell & Lowenkron, 2006, p. 1-2) for his initiative, it remains to be seen whether that effort will make a difference in the number of Americans/students learning the critical-need languages or not. At the institution level, I believe the foreign language department and the evening/weekend program could collaborate in offering the traditionally less-taught foreign languages, including Arabic. And since the President's initiative is not only geared towards students, offering those languages may attract not only ROTC and business majors but also federal/state employees and other interested individuals.

Limitations

First, the present study was conducted in a context where Arabic is not currently offered as a foreign language, although it was taught as elective last year (fall/spring 2005/2006); therefore, the vast majority of the participants in the study have no background in Arabic. This fact may have its impact on the students' responses. Second, self-report data has its own limitations and weaknesses; however, to reduce the effects of this limitation, an open-ended question was added in the questionnaire for additional comments. Third, the fact that all the respondents were already enrolled in other than Arabic foreign language classes may have affected their overall responses. A larger and more diversified sample would probably have generated a different result. However, due to other factors, that was not possible.

I thank Dr. Rick Campbell for the discussions I have had with him regarding some of the issues raised in this paper.

References

Brown, H. (1981). Affective factors in second language learning. In J. Altis, H. Altman, & P. Altis (eds.), The second language classroom: Directions for the 1980s. New York: Oxford University Press.

Burstall, C. (1975). Factors affecting foreign language learning: A consideration of some relevant research findings. Language Teaching and Linguistics abstracts, 8, 5-12.

Comoire, B, Matthews, S, & Polinsky, M. (1997). The atlas of languages. London: Quarto publishing Plc.

Csizer, K. & Dornyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern language Journal, 89(1), 19-33.

Dahbi, M. (2004). English and Arabic after 9/11. Modern Language Journal, 88(4), 628-631.

Eddy, P. A. (1980). Foreign languages in the USA: A national survey of American attitudes and experience. Modern Language Journal, 64 (1), 58-63.

Gardner, R. C. (1985). Social psychology and second language learning; The role of attitudes and motivation. London: Edward Arnold.

Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House

Graham, S. J. (2004). Giving up on foreign languages? Students' perception of learning French. The Modern Language Journal, 88 (2), 171-191.

Grosse, C.U. (2004). The competitive advantage of foreign languages and cultural knowledge. The Modern Language Association Journal, 88 (3), 351-373.

Grosse, C. U. & Voght, G. M. (1990). Foreign languages for business and the profession at US colleges and universities. Modern Language Journal, 74 (1), 36-47.

Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-273.

Mac Namara, J. (1973). Attitudes to learning a second language. In R. Shy & R. Fasold (Eds.), Language attitudes: Current trends and prospects (pp. 36-40). Washington D.C.: Georgetown University Press.

Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79 (3), 372-386.

Noels, K, Clement, R, & Pelletier. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23-34.

Powell, D. & Lowenkron, B. (2006). National security language initiative. Briefing, retrieved May 20, 2006, from ACTFL web site:htt://www.actfl.org/i4a/pages/index. ccfm?pageid=4249

President's commission on foreign language and international studies. "strength through wisdom: A critique of US capability." (1980). Modern Language Journal, 64 (1), 9-57.

Stern, H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.

Sung, H. & Padilla, A. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82, (2), 205-216.

Taha, T. (2006). College students' evaluative reactions to Arabic loanwords used in the context of the Iraq war. Education, 127, (1), 86-99.

Vaught, G. (1980). Foreign language recommendations of the president's commission. The Modern Language Journal, 64 (1), 101-107.

Notes

(1.) The President's initiative indicated that part of the national security, in post-9/11 world, "is the ability to engage foreign governments and peoples, especially in critical regions, to encourage reform, promote understanding, convey respect for other cultures and provide an opportunity to learn more about our country and citizens. To do this, we must be able to communicate in other languages, a challenge for which we are unprepared." (Powell & Lowenkron, 2006, pp. 1-2)

(2.) The Commission's report, which indicated why competence in foreign languages and international understanding is necessary to all Americans, made a comprehensive list of recommendations for action.

T.A. Taha, English Department--Linguistics, Florida A & M..

Correspondence concerning this article should be addressed to T.A. Taha, English Department--Linguistics, Florida A & M University, Tallahassee, FL 32307

Table 1
Familiarity with languages other than English (reported by students)

                   American students   International students   Total

Spanish                   42                     7               49
French                    19                     7               26
French creole             11                     --              11
German                    --                     4                4
Arabic                    --                     4                4
Urdu                      --                     4                4
Portuguese                --                     3                3
Hindi                     --                     3                3
Italian                   --                     1                1
Turkish                   --                     1                1
Japanese                  --                     1                1
Korean                     1                     1                2
Kiswahili                 --                     l                I
Sindhi                    --                     1                1
Hausa                     --                     1                1
Fula                      --                     1                1
Indonesian                --                     1                1
Twi                        1                     --               1
Vietnamese                 1                     --               1
Dutch                      1                     --               1
Total # reported           7                     16              20

Table 2
Responses to item (8)

                         Agree           Not sure

                         N       %       N       %

American students        42   (38.8%)    37   (34.2%)
International students    6   (17.6%)    14   (41.1%)
Total                    48   (33.8%)    51   (35.9%)

                         Disagree       Total

                         N       %       N       %

American students        29   (26.8%)   108   (76%)
International students   14   (41.1%)   34    (23.9%)
Total                    43   (30.2%)   142   (100%)

Table 3
Responses to item (9): Arabic for tourism/travel purposes

                         Agree          Notsure

                         N       %       N       %

American students        68   (62.9%)   16    (14.8%)
International students   19   (55.8%)   11    (32.3%)
Total                    87   (61.2%)   27    (19%)

                         Disagree       Total

                         N       %       N       %

American students        24   (22.2%)   108   (76%)
International students    4   (11.7%)   34    (23.9%)
Total                    28   (19.7%)   142   (100%)

Table 4
Item (10): Arabic as an asset, linguistically and culturally

                         Agree           Not sure

                         N     %         N     %

American students        91    (84.2%)   11    (10.1%)
International students   29    (85.2%)   3     (8.8%)
Total                    120   (84.5%)   14    (9.8%)

                         Disagree        Total

                         N     %         N     %

American students        6     (5.5%)    108   (76%)
International students   2     (5.8%)    34    (23.9%)
Total                    8     (5.6%)    142   (100%)

Table 5
Item (11): I don't tink learning Arabic is important to me since
English is widely used all over the world.

                         Agree          Not sure

                         N    %         N     %

American students        19   (17.5%)   17    (15.7%)
International students   8    (23.5%)   5     (14.7%)
Total                    27   (19%)     22    (15.4%)


                         Disagree       Total

                         N    %         N     %

American students        72   (66.6%)   108   (76%)
International students   21   (61.7%)   34    (23.9%)
Total                    93   (65.4%)   142   (100%)

Table 6
Responses to item (12) "Learning Arabic as a heritage language"

                         Agree           Not sure

                         N     %         N     %

American students        7     (6.4%)    7     (6.4%)
International students   6     (17.6%)   7     (20.5%)
Total                    13    (9.1%)    14    (9.8%)

                         Disagree        Total

                         N     %         N     %

American students        94    (87%)     108   (76%)
International students   21    (61.7%)   34    (23.9%)
Total                    115   (80.9%)   142   (100%)

Table 7
Response to item 13: "learning Arabic as a foreign language is
important to "me because l like the language/culture."

                         Agree          Not sure

                         N    %         N     %

American students        22   (20.3%)   36    (33.3%)
International students   18   (52.9%)   9     (26.4%)
Total                    40   (28.1%)   45    (31.6%)

                         Disagree       Total

                         N    %         N     %

American students        50   (46.2%)   108   (76%)
International students   7    (20.7%)   34    (23.9%)
Total                    57   (40.1%)   142   (100%)