تصور مقترح لتوظيف مناهج البحث المزجي في دراسات تعليم اللغة العربية وتعلمها في ضوء تقويم الواقع والمعوقات في الجامعات السعودية
This study aimed to provide analytical framework for using mixed method research in Arabic language studies based on the evaluation of practices and obstacles in Saudi universities. The study focused on the main mixed method designs including convergent parallel mixed method, explanatory sequential mixed method, and exploratory sequential mixed method. Therefore, the current study applied a parallel mixed methods design, which includes both quantitative and qualitative analyses, to examine the data and answer the research questions. Eighty-six academic staff teaching Arabic language curriculum and instruction at Faculties of Education across Saudi Arabian Universities, filled out quantitative questionnaires on their self- reported practices and obstacles. This step was followed by the conduct of a multi-case design involving 12 academic staff who were administered previous quantitative questionnaires and were involved in qualitative interviews. Descriptive analysis, the ANOVA and the Scheffe test were utilized to analyze the quantitative data. Within cross-case and thematic analysis were utilized to analyze the qualitative data. The results indicate low-level applications of mixed method designs in Arabic language studies and several factors affecting the implemention of mixed method designs in Arabic language studies. Furthermore, the current study analytical framework for using mixed method research in Arabic language studies is discussed. (Published abstract)