A Study of the Success Rate of Persian Language Teaching Instructors in Al Mahdi Schools in Lebanon: Lebanese Persian Learners’

Document Type : Research Paper

Authors

1 M. A. in Persian Language Teaching, Department of Persian Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad. Mashhad, Iran

2 Associate Professor of Persian Language Teaching, Department of Persian Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad,

Abstract

The Persian language has long been of interest to Arabic-speaking countries such as Lebanon. Today, it is taught in many universities and schools in the country, including Al-Mahdi Schools. One of the key factors in achieving Persian language teaching goals is the instructors, who play a crucial role in developing learners’ linguistic skills and achieving optimal success. This quantitative and applied research aims to assess the success of Persian language instructors at Al-Mahdi Schools from the perspective of Lebanese learners, to enhance the status of Persian in Lebanon, improve teaching methods, and increase learner satisfaction. For this purpose, a questionnaire on the characteristics of successful language instructors was completed by 258 Persian language learners at beginner and intermediate levels from two branches of Al-Mahdi Schools in Beirut: Shahid and Al-Hadath. To examine the significance of differences among the sub-constructs of teacher success in Persian language instruction, the data were analyzed using ANOVA and independent t-tests. The ANOVA results indicated significant differences among the sub-constructs of the questionnaire assessing the characteristics of successful instructors. Additionally, the independent t-test results revealed no significant difference in teacher success across different language proficiency levels. It is expected that Persian language instructors in Lebanon, by considering the findings of this study, will gain a better understanding of their strengths, weaknesses, and learners' expectations. This awareness will enable them to address shortcomings and improve their teaching methods more effectively.

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History

  • Receive Date: 01 April 2025
  • Revise Date: 20 May 2025
  • Accept Date: 26 May 2025

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