The problem with the study lies in answering a series of scientific questions and assumptions that can be raised within the context of the following research question: “What is the nature and limits of interest of academic qualification institutions in the Arabic language, as compared to English, in educational courses offered by them at the undergraduate level - as this is the primary stage that interest in Arabic and oral presentation skills can be stressed, as compared to post-graduate education - and also because this stage is considered the main provider of staff for media institutions, including print and electronic newspapers , radio and television as well as advertising and public relations firms; what is the impact of teaching in English on young people's understanding of the nature and importance of the concept of Arab identity, which they only hold its surface morphological features?; what are the intermediate variables affecting the students’ attitudes toward the adequacy and effectiveness of these subjects in shaping their linguistic capabilities? “

To contribute to spurring the interest of media academic qualification institutions in the Arabic language and oral presentation skills through monitoring the nature and extent of current interest in these subjects and to identify students’ trends toward the language training materials they take.

An interpretative descriptive approach using surveys: to describe and analyze the educational curricula and learning plans for students learning at the media departments and faculties in Egypt, Jordan and Qatar. Also, this approach – with its two components - was used to monitor and measure students’ trends towards the linguistic qualification materials they take and the nature and adequacy of these subjects in qualifying them linguistically.

Comparative approach: has been used to conduct quantitative and qualitative comparisons between the nature and number of hours devoted in study plans for media students for both Arabic and English languages in various social contexts and in Arabic and English public and private educational systems.

1 - There is a growing interest in English on the part of media departments and faculties, much greater than their interest in Arabic, especially in private universities.

2 – Generally, there is weakness and lack of harmonization in language training materials for media students.

3 - Students tend to have much more interest in language training materials in English than in Arabic.

4 - Students have stressed that the language training materials they take, especially those in Arabic, are not adequate to qualify them properly in terms of language capabilities, and that the style and method in which they are taught are isolated from the language of the media, which should be corrected in order to maximize the benefits of offering language training courses.

5 – Students in different places of study and in different academic specialization had different attitudes towards language training materials.


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