مدى ممارسة أعضاء هيئة التدريس بقسم اللغة العربية لاستراتيجيات التدريس المتمايز من وجهة نظر الطلاب الدوليين الدارسين بجامعة الملك عبد العزيز
The study aimed to identify the extent to which faculty members in the Department of Arabic Language at King Abdulaziz University practice differentiated instruction strategies, from the perspective of international students. The study adopted a descriptive survey methodology; a questionnaire was administered to a self-selected convenience sample of (60) male and female international students in the department during the second semester of the academic year 1447 AH / 2026 AD. The results showed that the level of their practice of differentiated instruction strategies was high for the instrument as a whole. The "differentiation of products" axis ranked first among all axes, followed by differentiation of processes, then differentiation of content, then differentiation of the learning environment, and finally differentiation of assessment. The results also revealed that there were no statistically significant differences at the significance level (α = 0.05) attributable to the variables of gender, academic level, or continent. However, statistically significant differences were found in the "differentiation of products" axis attributable to the GPA variable, in favor of students with an "Excellent" grade. In light of the findings, the study recommended institutionalizing differentiated instruction within course plans and intensifying training programs focused on differentiation of assessment and diagnostic assessment for international students. It also suggested conducting experimental research to develop faculty competencies and investigating the effectiveness of utilizing Artificial Intelligence in supporting differentiated instruction for teaching Arabic to international students. (Published abstract)