English Language Learning Research - Mohammed Mirza Hassan

\n \n \n \n \n

\n \n \n

\n \n

English Language Learning Course for Saudi Arabia Students Who Initially Know Only Arabic

\n \n

Linguistic Challenges in English Language Acquisition for Arabic Speakers

The structural and phonetic differences between Arabic and English present significant linguistic challenges for Arabic speakers learning English. These challenges span various aspects of language acquisition, including grammar, phonetics, script direction, and pronunciation intricacies.

\n \n

Understanding these obstacles is crucial for developing effective pedagogical strategies tailored to Arabic learners.

\n \n

One of the most prominent distinctions is the structural organization of the two languages. Arabic employs a right-to-left script, contrasting sharply with the left-to-right orientation of English. This fundamental difference often leads to cognitive dissonance among Arabic learners adapting to the reversed writing direction. For instance, older students may inadvertently write essays that require a mirror to read correctly, reflecting their struggle to internalize the new script orientation.

\n \n

Educators use practical techniques such as tying colorful strings around students' left wrists to reinforce the correct writing direction. Activities like finding specific pages in books help acclimate learners to the 'backward' reading pattern they must adopt when transitioning to English. Such interventions are critical for bridging the gap between the two scripts, particularly in beginner-level courses.

\n \n

Phonetic disparities further compound the linguistic challenges faced by Arabic speakers. The English sound system includes a broader range of consonants and vowels than Arabic, which has only three primary vowel sounds and lacks certain consonants like /p/, /v/, /tʃ/, and /dʒ/. Consequently, Arabic learners frequently encounter difficulties pronouncing these unfamiliar sounds.

\n \n

For example, the absence of /p/ in Arabic often results in its substitution with /b/, leading to mispronunciations such as \"bark\" instead of \"park.\" Similarly, the voiced /v/ sound may be replaced with its voiceless counterpart /f/, causing errors like \"ferry\" instead of \"very\". To compensate for these gaps, learners often resort to repair strategies, such as substituting similar-sounding letters or omitting challenging sounds altogether. For instance, the /tʃ/ sound in \"church\" might be reduced to /ʃ/, resulting in \"shurch\". These adaptations, while functional, can hinder intelligibility and necessitate targeted phonetic training.

\n \n

Key Linguistic Challenges for Arabic Speakers Learning English

\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n

Challenge	Description	Recommended Strategies
Consonant Sounds	Absence of /p/, /v/, /tʃ/, /dʒ/, and /ŋ/ in Arabic leads to mispronunciations	Use phonics instruction, pronunciation apps, and multi-accent exposure
Vowel System Differences	Arabic has six vowels; English has twelve, causing confusion	Focus on vowel quality training and minimal pairs practice
Script Direction	Arabic is written right-to-left, while English is left-to-right	Use visual aids and practical classroom techniques
Stress Patterns	Arabic stress is predictable; English stress varies significantly	Explicitly teach syllable structure and stress placement
Silent Letters	Arabic does not have silent letters, making English spelling patterns challenging	Practice breaking words into syllables and use tools like Grammarly

\n \n

Cultural Factors Influencing English Language Adoption

The sociocultural context of Saudi Arabia, deeply rooted in its linguistic and religious heritage, shapes how English is perceived and adopted within the Kingdom. Arabic serves as both the national language and a sacred medium for Islamic teachings, playing a dual role as a cultural and religious cornerstone.

\n \n

For Saudi students, learning English represents an opportunity to engage with global economic systems while navigating the complexities of preserving their cultural and religious identities. The centrality of Arabic in daily life underscores the tension between embracing English as a tool for advancement and ensuring it does not erode traditional values.

\n \n

Cultural identity plays a pivotal role in shaping attitudes toward English language learning among Saudi students. A mixed-methods study conducted at Majmaah University revealed that participants viewed English as instrumental for career advancement and financial success but did not perceive it as a threat to their core cultural or religious identities.

\n \n

Course Design Recommendations

Beginner Level Strategies

Intensive Phonics Instruction: Daily reviews of vowels, consonants, and blends with visual aids
Script Direction Adaptation: Practical techniques like colorful wrist strings to reinforce left-to-right writing
Self-Assessment Tools: Reflective practices including diaries and mind maps
Multimedia Integration: YouTube videos for authentic content exposure

\n \n

Intermediate Level Strategies

Group Discussions: Collaborative learning environments for confidence building
Accent Exposure: Diverse multimedia resources including podcasts and movies
Digital Platforms: Instagram Reels and YouTube for low-pressure speaking practice
Cultural Materials: Authentic materials for cross-cultural interaction

\n \n

Advanced Level Strategies

Business English Focus: Real-world applications and workplace simulations
Technology Integration: AI-based tools and collaborative platforms
International Exam Preparation: IELTS and TOEFL readiness
Professional Communication: Industry-specific vocabulary and contexts

\n \n

دورة تعلم اللغة الإنجليزية للطلاب السعوديين الذين يعرفون العربية فقط في البداية

\n \n

التحديات اللغوية في اكتساب اللغة الإنجليزية للمتحدثين بالعربية

تمثل الاختلافات الهيكلية والصوتية بين العربية والإنجليزية تحديات لغوية كبيرة للمتحدثين بالعربية الذين يتعلمون الإنجليزية. تشمل هذه التحديات جوانب مختلفة من اكتساب اللغة، بما في ذلك القواعد والصوتيات واتجاه الكتابة وتعقيدات النطق.

\n \n

فهم هذه العقبات أمر بالغ الأهمية لتطوير استراتيجيات تعليمية فعالة مصممة خصيصاً للمتعلمين العرب.

\n \n

أحد أبرز الاختلافات هو التنظيم الهيكلي للغتين. تستخدم العربية الكتابة من اليمين إلى اليسار، مما يتناقض بشدة مع اتجاه الإنجليزية من اليسار إلى اليمين. هذا الاختلاف الأساسي غالباً ما يؤدي إلى تنافر معرفي بين المتعلمين العرب الذين يتكيفون مع اتجاه الكتابة المعكوس.

\n \n

على سبيل المثال، قد يكتب الطلاب الأكبر سناً مقالات تتطلب مرآة لقراءتها بشكل صحيح، مما يعكس صراعهم لاستيعاب اتجاه الكتابة الجديد.

\n \n

يستخدم المعلمون تقنيات عملية مثل ربط خيوط ملونة حول معاصم الطلاب اليسرى لتعزيز اتجاه الكتابة الصحيح. أنشطة مثل العثور على صفحات محددة في الكتب تساعد على تكييف المتعلمين مع نمط القراءة \"العكسي\" الذي يجب أن يتبنوه عند الانتقال إلى الإنجليزية.

\n \n

التفاوتات الصوتية تزيد من تعقيد التحديات اللغوية التي يواجهها المتحدثون بالعربية. يتضمن نظام الأصوات الإنجليزي مجموعة أوسع من الحروف الساكنة والمتحركة من العربية، التي تحتوي على ثلاثة أصوات متحركة أساسية فقط وتفتقر إلى حروف ساكنة معينة مثل /p/, /v/, /tʃ/, /dʒ/.

\n \n

التحديات اللغوية الرئيسية للمتحدثين بالعربية في تعلم الإنجليزية

\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n

التحدي	الوصف	الاستراتيجيات الموصى بها
أصوات الحروف الساكنة	عدم وجود /p/, /v/, /tʃ/, /dʒ/, /ŋ/ في العربية يؤدي إلى أخطاء في النطق	استخدام تعليم الصوتيات وتطبيقات النطق والتعرض لللهجات المتعددة
اختلافات نظام الحروف المتحركة	العربية تحتوي على ستة حروف متحركة؛ الإنجليزية تحتوي على اثني عشر، مما يسبب الالتباس	التركيز على تدريب جودة الحروف المتحركة وممارسة الأزواج الدنيا
اتجاه الكتابة	العربية تُكتب من اليمين إلى اليسار، بينما الإنجليزية من اليسار إلى اليمين	استخدام الوسائل المرئية والتقنيات العملية في الفصل الدراسي
أنماط النبر	النبر في العربية قابل للتنبؤ؛ النبر في الإنجليزية يختلف بشكل كبير	تعليم هيكل المقاطع ووضع النبر بشكل صريح
الحروف الصامتة	العربية لا تحتوي على حروف صامتة، مما يجعل أنماط الإملاء الإنجليزي صعبة	ممارسة تقسيم الكلمات إلى مقاطع واستخدام أدوات مثل Grammarly

\n \n

العوامل الثقافية المؤثرة على تبني اللغة الإنجليزية

السياق الاجتماعي الثقافي للمملكة العربية السعودية، المتجذر بعمق في تراثها اللغوي والديني، يشكل كيفية إدراك وتبني اللغة الإنجليزية داخل المملكة. تعمل العربية كلغة وطنية ووسيلة مقدسة للتعاليم الإسلامية، وتلعب دوراً مزدوجاً كحجر زاوية ثقافي وديني.

\n \n

بالنسبة للطلاب السعوديين، يمثل تعلم الإنجليزية فرصة للمشاركة في الأنظمة الاقتصادية العالمية مع التنقل في تعقيدات الحفاظ على هوياتهم الثقافية والدينية.

\n \n

تلعب الهوية الثقافية دوراً محورياً في تشكيل المواقف تجاه تعلم اللغة الإنجليزية بين الطلاب السعوديين. كشفت دراسة الطرق المختلطة التي أُجريت في جامعة المجمعة أن المشاركين ينظرون إلى الإنجليزية كأداة للتقدم المهني والنجاح المالي ولكنهم لم يدركوها كتهديد لهوياتهم الثقافية أو الدينية الأساسية.

\n \n

توصيات تصميم الدورة

استراتيجيات المستوى المبتدئ

التعليم المكثف للصوتيات: مراجعات يومية للحروف المتحركة والساكنة والمزائج مع الوسائل المرئية
التكيف مع اتجاه الكتابة: تقنيات عملية مثل الخيوط الملونة للمعصم لتعزيز الكتابة من اليسار إلى اليمين
أدوات التقييم الذاتي: ممارسات تأملية تشمل اليوميات والخرائط الذهنية
دمج الوسائط المتعددة: مقاطع فيديو يوتيوب للتعرض للمحتوى الأصيل

\n \n

استراتيجيات المستوى المتوسط

المناقشات الجماعية: بيئات التعلم التعاوني لبناء الثقة
التعرض للهجات: موارد وسائط متعددة متنوعة تشمل البودكاست والأفلام
المنصات الرقمية: إنستغرام ريلز ويوتيوب للممارسة الكلامية منخفضة الضغط
المواد الثقافية: مواد أصيلة للتفاعل الثقافي المتبادل

\n \n

استراتيجيات المستوى المتقدم

التركيز على الإنجليزية التجارية: التطبيقات الواقعية ومحاكاة أماكن العمل
دمج التكنولوجيا: أدوات مدعومة بالذكاء الاصطناعي ومنصات تعاونية
التحضير للامتحانات الدولية: الاستعداد لـ IELTS و TOEFL
التواصل المهني: مفردات وسياقات خاصة بالصناعة

\n \n \n\n`;\n\n return new Response(html, {\n headers: {\n 'Content-Type': 'text/html; charset=utf-8',\n },\n });\n}",[],[174],{"_102":184,"_95":185,"_154":186,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":188,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":190,"_98":191},"3fe4db68-3bf1-11f0-80ec-9e149126039e","main.tsx","7653e6d9-1bf5-4301-b39e-98ca2ec7203a",1,["D",1748456779334],"script",[],[185],{"_102":193,"_95":194,"_154":195,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":196,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":197,"_98":198},"3fe4de74-3bf1-11f0-80ec-9e149126039e","new-file-340.tsx","b3558a76-25df-4f5d-8f02-7ff3c179a53c",["D",1748456779334],[],[194],{"_102":200,"_95":201,"_154":202,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":203,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":204,"_98":205},"3fe4e0e0-3bf1-11f0-80ec-9e149126039e","new-file-9919.tsx","791bd8ad-0047-4f8a-ab96-1f8b06690ce6",["D",1748456779334],[],[201],{"_102":207,"_95":208,"_154":209,"_156":-5,"_157":136,"_158":210,"_159":160,"_104":211,"_99":187,"_163":179,"_165":212,"_167":22,"_168":-5,"_169":213,"_98":214},"eed12dc4-3bf2-11f0-bf6a-9e149126039e","page1.ts","ec7cf95e-3bf2-11f0-a492-9e149126039e",3,["D",1748457502323],"export default async function(req: Request): Promise {\n const html = `\n\n\n \n \n English Learning Course - Introduction Video\n \n \n\n\n

\n \n \n \n \n

Course Introduction Video

\n \n

\n \n \n

\n \n

Welcome to our comprehensive English language learning course designed specifically for Saudi Arabian students. This introduction video provides an overview of the learning methodology, course structure, and the unique approach we take to help Arabic speakers master English effectively.

مرحباً بكم في دورة تعلم اللغة الإنجليزية الشاملة المصممة خصيصاً للطلاب السعوديين

\n \n

🎯

Targeted Learning

Specifically designed for Arabic speakers with focus on common challenges and linguistic differences.

\n \n

🌍

Cultural Context

Respects Saudi cultural values while building global communication skills.

\n \n

📱

Modern Methods

Interactive digital tools and multimedia resources for engaging learning experience.

\n \n

🏆

Proven Results

Research-based methodology with measurable outcomes and progress tracking.

\n \n \n\n`;\n\n return new Response(html, {\n headers: {\n 'Content-Type': 'text/html; charset=utf-8',\n },\n });\n}",[],[208],{"_102":216,"_95":217,"_154":218,"_156":-5,"_157":136,"_158":162,"_159":160,"_104":219,"_99":187,"_163":179,"_165":220,"_167":22,"_168":-5,"_169":221,"_98":222},"fd7dc634-3bf2-11f0-8cd2-9e149126039e","page2.ts","fbf6e426-3bf2-11f0-b1c0-9e149126039e",["D",1748457526942],"export default async function(req: Request): Promise {\n const html = `\n\n\n \n \n English Learning Course - Page 2\n \n \n\n\n

\n \n \n \n \n

📚

Page 2 Content

\n This page is ready for your content. Please provide the information you'd like to include here, and I'll implement it with the same professional design and functionality.\n

\n هذه الصفحة جاهزة للمحتوى الخاص بك\n

\n\n`;\n\n return new Response(html, {\n headers: {\n 'Content-Type': 'text/html; charset=utf-8',\n },\n });\n}",[],[217],{"_102":224,"_95":225,"_154":226,"_156":-5,"_157":136,"_158":227,"_159":160,"_104":228,"_99":187,"_163":179,"_165":229,"_167":22,"_168":-5,"_169":230,"_98":231},"0ae3049c-3bf3-11f0-b1c0-9e149126039e","page3.ts","08ad1dac-3bf3-11f0-b58b-9e149126039e",7,["D",1748457549416],"export default async function(req: Request): Promise {\n const html = `\n\n\n \n \n English Learning Course - Page 3\n \n \n\n\n

\n \n \n \n \n

🎯

Page 3 Content

\n This page is ready for your content. Please provide the information you'd like to include here, and I'll implement it with the same professional design and functionality.\n

\n هذه الصفحة جاهزة للمحتوى الخاص بك\n

\n\n`;\n\n return new Response(html, {\n headers: {\n 'Content-Type': 'text/html; charset=utf-8',\n },\n });\n}",[],[225],"files",[151,172,183,192,199,206,215,223],"counts",{"_236":32,"_237":187,"_238":32,"_239":240},"pulls","branches","forks","envVars",{"_241":32,"_242":32},"count","emptyCount","contents",[245,248,251,254,257,260,263,266],{"_102":152,"_95":153,"_154":155,"_156":-5,"_157":136,"_158":135,"_159":160,"_104":246,"_99":162,"_163":164,"_165":166,"_167":22,"_168":-5,"_98":247},["D",1748457603987],[153],{"_102":173,"_95":174,"_154":175,"_156":-5,"_157":136,"_158":176,"_159":160,"_104":249,"_99":178,"_163":179,"_165":180,"_167":22,"_168":-5,"_98":250},["D",1748457562817],[174],{"_102":184,"_95":185,"_154":186,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":252,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":253},["D",1748456779334],[185],{"_102":193,"_95":194,"_154":195,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":255,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":256},["D",1748456779334],[194],{"_102":200,"_95":201,"_154":202,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":258,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":259},["D",1748456779334],[201],{"_102":207,"_95":208,"_154":209,"_156":-5,"_157":136,"_158":210,"_159":160,"_104":261,"_99":187,"_163":179,"_165":212,"_167":22,"_168":-5,"_98":262},["D",1748457502323],[208],{"_102":216,"_95":217,"_154":218,"_156":-5,"_157":136,"_158":162,"_159":160,"_104":264,"_99":187,"_163":179,"_165":220,"_167":22,"_168":-5,"_98":265},["D",1748457526942],[217],{"_102":224,"_95":225,"_154":226,"_156":-5,"_157":136,"_158":227,"_159":160,"_104":267,"_99":187,"_163":179,"_165":229,"_167":22,"_168":-5,"_98":268},["D",1748457549416],[225],"upstreamProject",{"_102":144,"_95":271,"_110":-5,"_111":-5,"_108":109,"_23":272},"untitled-4952",{"_93":94,"_128":129},"upstreamBranch",{"_102":139,"_104":275,"_276":277,"_95":43,"_137":144,"_99":141,"_138":-5,"_140":-5,"_278":279,"_106":-5,"_148":22,"_108":109,"_147":94,"_16":117,"_146":271},["D",1748455517671],"updatedAt",["D",1748456538129],"lockfileKey","1748456538472-esm.town_v_nhh_untitled-4952@11-main","emptyEnvVars","isNew","flags",[],"routes/_app.x.$handle.$name.code.$",{"_93":94,"_95":96,"_97":43,"_99":-7,"_98":72,"_100":286,"_149":291,"_232":316,"_164":-7,"_243":317,"_334":335,"_338":-5,"_339":340,"_341":32,"_342":343},{"_102":103,"_95":96,"_104":287,"_106":-5,"_107":22,"_108":109,"_110":-5,"_111":-5,"_14":112,"_113":-5,"_114":22,"_115":-5,"_116":32,"_16":117,"_118":119,"_120":119,"_121":122,"_123":122,"_124":122,"_125":119,"_126":119,"_23":288,"_130":289,"_133":290,"_148":22},["D",1748456779334],{"_93":94,"_128":129},{"_93":94,"_132":129},{"_99":135,"_95":43,"_102":136,"_137":103,"_138":139,"_140":141,"_142":109,"_143":144,"_145":117,"_146":96,"_147":94},[292,295,298,301,304,307,310,313],{"_102":152,"_95":153,"_154":155,"_156":-5,"_157":136,"_158":135,"_159":160,"_104":161,"_99":162,"_163":164,"_165":166,"_167":22,"_168":-5,"_169":293,"_98":294},[],[153],{"_102":173,"_95":174,"_154":175,"_156":-5,"_157":136,"_158":176,"_159":160,"_104":177,"_99":178,"_163":179,"_165":180,"_167":22,"_168":-5,"_169":296,"_98":297},[],[174],{"_102":184,"_95":185,"_154":186,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":188,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":299,"_98":300},[],[185],{"_102":193,"_95":194,"_154":195,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":196,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":302,"_98":303},[],[194],{"_102":200,"_95":201,"_154":202,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":203,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_169":305,"_98":306},[],[201],{"_102":207,"_95":208,"_154":209,"_156":-5,"_157":136,"_158":210,"_159":160,"_104":211,"_99":187,"_163":179,"_165":212,"_167":22,"_168":-5,"_169":308,"_98":309},[],[208],{"_102":216,"_95":217,"_154":218,"_156":-5,"_157":136,"_158":162,"_159":160,"_104":219,"_99":187,"_163":179,"_165":220,"_167":22,"_168":-5,"_169":311,"_98":312},[],[217],{"_102":224,"_95":225,"_154":226,"_156":-5,"_157":136,"_158":227,"_159":160,"_104":228,"_99":187,"_163":179,"_165":229,"_167":22,"_168":-5,"_169":314,"_98":315},[],[225],[292,295,298,301,304,307,310,313],[318,320,322,324,326,328,330,332],{"_102":152,"_95":153,"_154":155,"_156":-5,"_157":136,"_158":135,"_159":160,"_104":246,"_99":162,"_163":164,"_165":166,"_167":22,"_168":-5,"_98":319},[153],{"_102":173,"_95":174,"_154":175,"_156":-5,"_157":136,"_158":176,"_159":160,"_104":249,"_99":178,"_163":179,"_165":180,"_167":22,"_168":-5,"_98":321},[174],{"_102":184,"_95":185,"_154":186,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":252,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":323},[185],{"_102":193,"_95":194,"_154":195,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":255,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":325},[194],{"_102":200,"_95":201,"_154":202,"_156":-5,"_157":136,"_158":187,"_159":160,"_104":258,"_99":32,"_163":189,"_165":72,"_167":22,"_168":-5,"_98":327},[201],{"_102":207,"_95":208,"_154":209,"_156":-5,"_157":136,"_158":210,"_159":160,"_104":261,"_99":187,"_163":179,"_165":212,"_167":22,"_168":-5,"_98":329},[208],{"_102":216,"_95":217,"_154":218,"_156":-5,"_157":136,"_158":162,"_159":160,"_104":264,"_99":187,"_163":179,"_165":220,"_167":22,"_168":-5,"_98":331},[217],{"_102":224,"_95":225,"_154":226,"_156":-5,"_157":136,"_158":227,"_159":160,"_104":267,"_99":187,"_163":179,"_165":229,"_167":22,"_168":-5,"_98":333},[225],"upstream",{"_102":139,"_104":336,"_276":337,"_95":43,"_137":144,"_99":141,"_138":-5,"_140":-5,"_278":279,"_106":-5,"_148":22,"_108":109,"_147":94,"_16":117,"_146":271},["D",1748455517671],["D",1748456538129],"pull","ahead",13,"behind","templates",[],"actionData","errors"]

Extensive Research on English Language Learning Course for Saudi Arabia Students

بحث شامل حول دورة تعلم اللغة الإنجليزية للطلاب السعوديين

English Language Learning Course for Saudi Arabia Students Who Initially Know Only Arabic

Linguistic Challenges in English Language Acquisition for Arabic Speakers

Key Linguistic Challenges for Arabic Speakers Learning English

Cultural Factors Influencing English Language Adoption

Course Design Recommendations

Beginner Level Strategies

Intermediate Level Strategies

Advanced Level Strategies

دورة تعلم اللغة الإنجليزية للطلاب السعوديين الذين يعرفون العربية فقط في البداية

التحديات اللغوية في اكتساب اللغة الإنجليزية للمتحدثين بالعربية

التحديات اللغوية الرئيسية للمتحدثين بالعربية في تعلم الإنجليزية

العوامل الثقافية المؤثرة على تبني اللغة الإنجليزية

توصيات تصميم الدورة

استراتيجيات المستوى المبتدئ

استراتيجيات المستوى المتوسط

استراتيجيات المستوى المتقدم

English Language Learning Course

Course Introduction Video

Targeted Learning

Cultural Context

Modern Methods

Proven Results

English Learning Course - Page 2

Page 2 Content

English Learning Course - Page 3

Page 3 Content

nhh

untitled-4952rf