The Effect of Comprehension Reading of Authentic Materials on Learner's Attitude and Cultural Awareness Among Hebrew Majors in Saudi Arabia
Abstract
This study investigates the effect of comprehension reading of authentic Hebrew materials on the cultural awareness and attitudes of Saudi undergraduate students enrolled in the Hebrew language program at King Saud University, Saudi Arabia. Situated within the theoretically underexplored context of teaching Hebrew as a foreign language in a politically sensitive environment, the research is grounded in Gardner's (1985) socio-educational model and Allport's (1935) tripartite conception of attitudes, which comprises cognitive, affective, and behavioral components. Employing a mixed-methods design, the study integrated quantitative instruments, a cultural knowledge test and a twelve-item attitude questionnaire measured on a five-point Likert scale, with a qualitative thematic analysis of learners' written reflections. The participants comprised twelve male undergraduate students who engaged with authentic Hebrew texts spanning three thematic categories: food culture, Hebrew and Israeli identities, and religious structures. The findings revealed a differentiated attitudinal profile: participants exhibited strong behavioral intentions (M = 4.38) and a high cognitive recognition of the importance of Hebrew (M = 4.00), while displaying comparatively moderate affective engagement (M = 3.25). This pattern indicates that learners may cultivate positive instrumental and integrative orientations toward a target language even within a politically sensitive setting, although the emotional dimension appears to warrant additional pedagogical attention. The study contributes to scholarly understanding of the role of authentic materials in foreign language instruction and offers pertinent implications for curriculum developers operating in cross-cultural and culturally sensitive educational contexts.
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