Ahmet Veli Çolakoğlu and Neslihan Karakuş’s article in the Turkish Journal of Education qualitatively analyzes views from 25 instructors working in Lebanese primary schools, high schools, universities, courses, foundations, associations and private teaching.
It identifies shortages of specialist instructors, materials and level-appropriate readers; limited speaking practice and classroom technology; and phonetic and structural differences between Turkish and Arabic. The findings are not a survey representing every learner but a content analysis of participating instructors’ experiences.