The Effect of the Reflative Inquiry Strategy on Developing Aesthetic Awareness among Non-Native Speakers of Arabic at the University of Jordan who are Characterized by Varied Different Levels of Communicative Competency

Abstract

This study aimed to investigate the impact of the reflective inquiry approach on the development of artistic awareness abilities among non-native Arabic language learners who have diverse communicative skills at the University of Jordan's advanced level. The study employed the experimental methodology with quasi-experimental component. The study subjects were 40 male and female advanced level learners from the Language Institute at the University of Jordan in Amman. They were randomly divided into two groups: an experimental group of (20) male and female learners who were taught using the reflective inquiry technique, and a control group of (20) male and female learners who were taught using the ordinary strategy. To meet the study's objectives, a teacher's guide and an artistic awareness scale were developed, validity and reliability coefficients were conducted for them, and the measurement was applied to the two groups before and after the experiment.

The experimental group exhibited statistically significant differences in the aesthetic awareness scale between the two groups at the significance level (α = 0.05), in favor of the experimental group while the interaction between the teaching strategy and communicative competence did not show any statistically significant differences. In light of the findings, the researchers made several recommendations, including teachers using the reflective inquiry technique to teach aesthetic awareness abilities to non-native Arabic language students.