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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 10:2 (2025) ► pp.203–224

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Second language learners’ experiences communicating in Arabic with native speakers during a study abroad program

Challenges using Palestinian colloquial Arabic (ammya)

 | Birzeit University
ORCiD logo with link | Birzeit University
 | American University in Dubai
Published online: 30 April 2025
DOI logo with link
https://doi.org/10.1075/sar.21032.abu
Abstract
This study investigated the experiences of 24 international students from eight countries studying Arabic as a second language at a university in the Occupied Palestinian territories. Five native Arabic instructors who taught the students were also interviewed. The study attempted to answer the following research question: what challenges in communication did Arabic as a foreign language learners report when using Palestinian colloquial Arabic (ammya) with Palestinians (locals) outside of the university classroom? Data was collected using semi-structured interviews and analyzed using qualitative thematic analysis. Findings show that students preferred using ammya to communicate with locals, that locals were willing to speak ammya, and that effective communication requires increased cultural awareness. Implications for Arabic study abroad second language learning programs are provided.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
  • 3.Literature review
    • 3.1Benefits of local engagement
    • 3.2Types of study abroad programs
    • 3.3Challenges of engaging with the local community
    • 3.4Attitudes, language learning, and intercultural competence
    • 3.5Limited use of English and translanguaging
  • 4.Research methodology
    • 4.1Study participants
    • 4.2Data collection and analysis
  • 5.Findings
    • 5.1Theme 1: Student preference for using ammya to communicate with locals
    • 5.2Theme 2: The perceived willingness of locals to speak ammya and the assumption that participants are fluent Arabic speakers
    • 5.3Theme 3: A rich context that challenges participants, encourages the use of ammya, and raises the need for cultural awareness
  • 6.Discussion
  • 7.Conclusion and recommendations
  • References
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