The Reality of Practicing Classroom Communication Skills among Arabic Language Teachers in the First Cycle of Basic Education in the City of Misurata

Abstract

This study aimed to examine the reality of practicing classroom communication skills among Arabic language teachers in the first cycle of basic education in the city of Misrata. To achieve the research objectives, the descriptive method was employed through the adoption of a questionnaire developed by Al-Muhammad (2022). The instrument consists of 30 items distributed across five domains: listening, speaking, reading, writing, and nonverbal communication skills, with each domain comprising six items. The questionnaire was administered to the study sample—after ensuring its validity and reliability—which consisted of a group of Arabic language teachers in the first cycle of basic education in Misrata, totaling 130 male and female teachers. The researchers sought to identify their perspectives regarding the research topic. Data were analyzed statistically using the Statistical Package for the Social Sciences (SPSS). The study revealed several findings, the most significant of which is that Arabic language teachers in the first cycle of basic education in Misrata practice classroom communication skills to a high degree, with a relative weight of 86.7%. The highest level of practice was observed in speaking skills, also at a high degree with a relative weight of 88.7%, followed by writing skills (87.7%), then nonverbal communication skills (87.3%), ranking third. Reading skills ranked fourth with a relative weight of 87%, while listening skills ranked last, though still at a high degree, with a relative weight of 82%.