Abstract

International learners of Arabic as a second language have a multi-cultural background, which may affect their perceptions toward the way they are treated with their instructors. The current study tries to examine international students’ perceptions of interactive academic justice and their relationship to academic achievement. The researcher used the descriptive approach, using a questionnaire of students’ perceptions of interactive academic justice, which involved (175) male and female students at the Arabic Language Institute for Non-Native Speakers at Umm Al-Qura University. The results show that there is a high level of international students’ perceptions of interactive academic justice. However, there are no statistically significant differences in international students’ perceptions of interactive academic justice; in terms of the gender variable (male-female). International students’ perceptions of interactive academic justice do not differ according to the period of Arabic language learning. The results indicate the importance of paying attention to teachers of Arabic as a second language, and the necessity of selecting those teachers and providing them with the necessary training continuously. Future research was presented.

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