The Impact of Arabic Culture on Arab Students in the Acquisition of English at University

Abstract

This study examines how Arabic linguistic and cultural structures influence the acquisition of English among Arab university students. Despite years of formal English instruction, many learners remain non-fluent and hesitant to use the language. Beyond teaching methods or syllabus design, this research argues that deeper cultural forces—such as Arabic values, norms, and linguistic patterns—significantly shape learners’ attitudes, motivation, and performance. It explores how collectivist values, respect for tradition, and language interference create barriers to learning English and how cultural identity impacts students’ willingness to engage with the language. Using a mixed-methods design, the study integrates quantitative survey data with qualitative thematic analysis to investigate how cultural identity, social expectations, and native language habits affect students’ psychological and linguistic development in English. Findings will identify cultural facilitators and inhibitors of learning, examine Arabic’s structural impact on English grammar and pronunciation, and clarify the link between cultural identity and motivation. The study aims to inform culturally responsive teaching practices suited to Arab university contexts. By integrating cultural awareness into instruction, educators and policymakers can develop more effective and contextually relevant curricula that foster higher proficiency and confidence in English.