The Effectiveness of a Teaching Program Based on Deliberative Theory in Improving the Reading Comprehension Levels of Non Native Speakers of Arabic who will use Arabic with Different Purposes in the State of Qatar

Abstract

This study aimed to investigate the effectiveness of an educational program based on pragmatic theory in improving the reading comprehension levels of Arabic language learners who are non-native speakers with different learning purposes in the State of Qatar. The study utilized a quasi-experimental design, including 50 intermediate-level learners from Al-Fanar institute in Doha. Participants were randomly divided into two groups: an experimental group consisting of 25 learners who were taught using the pragmatic-theory-based program, and a control group of 25 learners who were taught using traditional methods. The findings indicated a statistically significant difference in the mean performance between the two groups (experimental and control) on the reading comprehension skills test, in favor of the experimental group. however, no statistically significant differences were found attributed to the interaction effect between the training program and the learning purpose.