Özet:

The aim of this study is to examine the language learning efforts of the Arabic preparatory class students of the Faculty of Theology towards the Arabic course. The sample of the study consists of 264 students taking Arabic preparatory education in the Faculty of Theology at Çukurova University during the 2019-2020 academic year. The data were collected with the information form (gender, type of education (daytime or evening), graduated high school, Arabic learning purpose, Arabic score interval, individual perception of Arabic level, and average daily studying time in Arabic) and the Foreign Language Learning Effort Scale consisting of 4 subscales: Non-compliance, Procedural Effort, Substantive Effort, and Focal Effort. The collected data were analyzed by independent groups t test and one-way ANOVA analysis. The results obtained from the research are as follows: Foreign Language Learning Effort, Substantive Effort, and Focal Effort did not differentiate according to gender, however, Non-compliance and Procedural Effort differed. Differentiation was found only in the Non-compliance subscale according to the type of education, but no difference was found in Foreign Language Learning Effort and other subscales. There was no significant difference between the graduated high schools with the Foreign Language Learning Effort and its subscales. A significant difference was found between the goals of Arabic language learning with Foreign Language Learning Effort and the sub-scales Non-compliance, Substantive Effort, and Focal Effort, but no significant difference was found with Procedural Effort. It was determined that there is a significant difference between the Arabic score intervals with Foreign Language Learning Effort and the subscales Non-compliance, Substantive Effort and Focal Effort, but no significant difference was found with Procedural Effort. A significant difference was found between the participants' individual perceptions of Arabic level with Foreign Language Learning Effort and the subscales Non-compliance, Substantive Effort and Focal Effort, but no significant difference was found with Procedural Effort. It was observed that there was a significant difference between the daily studying time in Arabic with Foreign Language Learning Effort and the sub-scales Procedural Effort and Substantive Effort, but no significant difference was found with Non-compliance and Focal Effort. The results of this research have been discussed and interpreted by comparing them with the relevant literature, and suggestions are made for future studies on this topic.