Socio-educational support and Arabic language practices among secondary school students

Abstract

This study aimed to identify how the social environment in school and family affect the usage of Arabic language among Muslim students. This study also aimed to identify students? competency in Arabic language communication skills, Arabic language speaking practices and the usage of Arabic language among Muslim students in secondary schools. The study utilized survey method where questionnaires were administered to 100 secondary school students who learned Arabic language. Collected data were analyzed using descriptive and inferential statistic. Findings indicated that most students had a low level of Arabic language competency. Majority of the respondents have limited Arabic language vocabulary. Findings also suggest that Arabic language speaking practice among them is moderate. Many respondents received low socio-educational support in learning Arabic language at a school level. Findings also showed that the weakness in the social support system in learning Arabic language has affected the Arabic language speaking practices. Therefore, the schools are suggested to arrange activities that could encourage the usage of Arabic language among the students. Re-strategizing the current support and practice to improve students? ability in using Arabic language is needed