Arab Students Research Articles

Adaptation and Validation of the Arabic Version of the University Student Engagement Inventory (A-USEI) among Sport and Physical Education Students

The present study validated the University Student Engagement Inventory (USEI) in the Arabic language (A) by assessing its factor structure, construct validity, reliability, and concurrent validity. A total of 864 Tunisian Physical Education and Sport students provided data which was used to perform exploratory and confirmatory factor analyses, using samples comprising 366 (aged 19–25 years) and 498 (aged 19–26 years) students, respectively. The A-USEI, grade-point average (GPA), and Physical Education Grit (PE–Grit) scales were completed via online surveys. The exploratory factor analysis revealed that the A-USEI had three dimensions. The confirmatory factor analysis indicated that the second-order model was more suitable than the first-order multi-factor model. Using the indicators for the second-order model, the three factors showed good reliability, with their average variance extracted (AVE) values reflecting sufficient validity. The correlation analyses between the two scales’ scores and the A-USEI scores showed a moderate correlation, confirming the adapted scale’s concurrent validity. The study concludes that A-USEI is a valid tool for assessing student engagement among Arabic students. In addition, the practical implications and directions for future research are discussed.

The interplay of critical language pedagogy and young Arabic EFL learners

This paper is based on the first author’s experience of experimenting with critical language pedagogy (CLP) when she was teaching in the UAE. While prior research focuses mainly on the theoretical aspects of CLP, empirical studies on the effectiveness of implementing critical approaches and developing related teaching materials in Arab EFL contexts with young learners are underrepresented. Informed by Paulo Freire’s formulation of ‘culture circles’, this case study reports on the problem-posing literacy practice in a class of Grade 4 female Arabic students in an Abu Dhabi government school—a sample unique to both CLP and case study research. Results indicate EFL learners’ increased capacity for problem posing and motivation for writing, metacognition, and application of prior knowledge during the pre-writing discussion. Findings of this study add evidence-based, practical dimensions to existing critical research, paving the way for like-minded language educators to trial CLP with young learners.

The Study of Arabic Conversation Skills was carried out at elementary school

This study aims to train students' Arabic conversation skills at the elementary school level. The conversation skills of students at the elementary school level are very low, so students at the elementary level are awkward to communicate using Arabic. With Arabic-based conversational learning aimed at encouraging, guiding, developing and fostering abilities and cultivating a positive attitude towards Arabic conversation skills, both receptively and productively, students at the elementary school level can learn Arabic conversation skills. So that these students can communicate using Arabic conversation through the study. The method used by the researcher in conducting this research was a survey method and in-depth interviews, in which at this stage the researcher conducted interviews with elementary level students by asking questions to these students, so that with these answers the researcher could collect data from students at the elementary level. the basis. The researcher hopes that with this research on Arabic conversation skills study, students can add knowledge and insight about the Arabic conversation skills. Therefore, in order to increase the insight and knowledge of elementary level students about the study of conversational Arabic skills, researchers can conduct research related to the study of conversational skills of Arabic students at the elementary school level.

Second Language Students' Revision During Translating Medical and Literary Texts: A Psycholinguistics Perspective

Introduction. Cognitive processes have been extensively examined in the literature of translation studies to identify what goes on in students’ minds when they translate from one language into another. Such investigations targeted translators’ pauses over different texts from their native language into a foreign language. However, identifying translators’ revisions of different types of text remains sufficiently unexplored in the translation studies literature. 
 Goals. This paper attempts to examine Arab students’ translation behaviors (self-revision or self-correction in particular) during the translation of a text from their second language (English) into their first language (Arabic) and vice versa. It also aims to reveal how revising a translated text is moderated by the variety of directionality and text type. To this end, 27 Arab native students were asked to translate two types of texts: literary and medical texts from English into Arabic and from Arabic into English over a keystroke logging program (Inputlog). Their behaviors were video-recorded using a video screenshot program. After translation, four students were invited to take a stimulated recall interview by viewing their behaviors in the video and were requested to verbalize what they were thinking of when they deleted and/or inserted text during translation assignments. 
 Results. The results from the quantitative analysis showed that text type and L1-L2 directionality have significant effects on students’ cognitive processes. In addition, qualitative analyses obtained from MAXQDA revealed that students' translators encountered difficulties in many areas such as creativity-demanding problems, lexical problems, comprehensibility problems, spelling problems (for only Arabic-English directionality), and syntactic problems. 
 Conclusion. Many cognitive process difficulties were identified which were related to psycholinguistics issues that need to be tackled in the translation studies.

Exploring the Factors for Successful Oral Presentation and The Source of Fear

Oral presentation requires some level of performance to a crowd of people, unlike reading, writing, or listening. Hence, fear of speaking in a foreign language is a common concern of students, especially when presenting in front of a large audience. Many people who fear public speaking avoid public speaking situations altogether, or struggle in those situations due to lack of confidence and skills. Therefore, learning a foreign language requires the use of communication strategies so that students face less difficulty and become proficient. ?This study aimed to identify the success factors of students in oral presentations and examined the causes of fear among Arabic language students in a Malaysian public university. For that purpose, a set of questionnaires was distributed to students studying three different levels of Arabic as a third language from various faculties at Universiti Teknologi MARA, Shah Alam, Selangor Campus. The questionnaire was systematically designed from Endler (1980) for oral communication strategies with the addition source of fear adapted from Yaman and (Kavasog?lu, 2013). The survey has three sections which are demographic profile, communication strategies, and fear of oral presentation. The study involved 321 students that were selected through purposive sampling. The findings of the study show that oral presentation in Arabic is dominant despite being on a moderate scale of use. Also, students’ nervousness and the capacity of the audience have an influence on their speaking skills in simulations and role-play activities. The study recommends recognizing the anxiety sources and levels of anxiety when preparing ?for and delivering an oral presentation. It clearly represents a step closer to a successful ?presentation among non-native speakers. It also suggests that both lecturers and students ?be more aware of foreign language speaking anxiety. ? Overall, as this study investigates effective communication strategies and its associated factors of fear, it is hoped that the study will provide practical suggestions for teachers and meaningful recommendations for future research.

A Proposed Teaching Perspective for Developing Rhetorical Appreciation Skills of Quranic Texts Among University Students

This study aimed to develop a proposed teaching perspective for teaching semantic issues for Arabic language students at the university to encourage them to appreciate Quranic texts. To achieve this, the descriptive method that is based on induction, analysis and interpretation, was adopted. The study population and sample consisted of a number of experts in curricula and teaching methods as well as specialists in Arabic linguistics. The proposal presented a list of rhetorical appreciation skills related to issues of semantics to appreciate Quranic texts in order to show aspects of the miraculous rhetoric while teaching the rhetoric course. The proposal also included objectives, content, activities, teaching strategies, teaching aids, evaluation, and teaching tips for teaching the course according to the proposed perspective. Results of the theoretical aspect led to a list of rhetorical appreciation skills related to issues of semantics to appreciate Quranic texts. The theoretical results also stressed the need to introduce the rhetoric course to make students acquire rhetorical skills, and the importance of teaching rhetoric and linking this to the Holy Qur’an. As for the practical aspect, the study sample agreed on the importance of the proposed teaching perspective, with a high degree ranging between (90%) and above in all dimensions.
 Keywords: perspective, teaching, proposal, development, skills, appreciation, rhetoric.

A Proposed Teaching Perspective for Developing Rhetorical Appreciation Skills of Quranic Texts Among University Students

This study aimed to develop a proposed teaching perspective for teaching semantic issues for Arabic language students at the university to encourage them to appreciate Quranic texts. To achieve this, the descriptive method that is based on induction, analysis and interpretation, was adopted. The study population and sample consisted of a number of experts in curricula and teaching methods as well as specialists in Arabic linguistics. The proposal presented a list of rhetorical appreciation skills related to issues of semantics to appreciate Quranic texts in order to show aspects of the miraculous rhetoric while teaching the rhetoric course. The proposal also included objectives, content, activities, teaching strategies, teaching aids, evaluation, and teaching tips for teaching the course according to the proposed perspective. Results of the theoretical aspect led to a list of rhetorical appreciation skills related to issues of semantics to appreciate Quranic texts. The theoretical results also stressed the need to introduce the rhetoric course to make students acquire rhetorical skills, and the importance of teaching rhetoric and linking this to the Holy Qur’an. As for the practical aspect, the study sample agreed on the importance of the proposed teaching perspective, with a high degree ranging between (90%) and above in all dimensions.
 Keywords: perspective, teaching, proposal, development, skills, appreciation, rhetoric.

Language anxiety in an Algerian multilingual tertiary context

Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Algerian students exploring the main anxiety factors and taking into account their ethnicity, language proficiency, and university major as three key variables. To accomplish these primary objectives, 471 undergraduate university students ranging in age from 19 to 24 years old and majoring in natural sciences, human sciences, and applied sciences were involved. A foreign language anxiety scale comprised of 23 validated items distributed among three factors: communicative anxiety, fear of failure, and negative experiences, was used as the study instrument for data collection. The study’s findings showed that the participants generally had moderate anxiety levels. Communicative anxiety emerged as the most common form of anxiety, followed by fear of failure and negative experiences. The less anxiety a student experienced, the more advanced their English level was. Arab students were more anxious than Amazigh students. Speaking more than one language may make one less anxious. There were no significant differences between the students’ majors and anxiety levels. Recommendations are made based on these findings.

The Velar-Lips in jafʕal Form of Arabic Present Tense

Arabic has three main vowels, which are the vowel /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study analyses the vowels of the Arabic Present Tense in jafʕal form which is related to the arrangement of letters. This study aims at helping Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic linguists in particular to determine the vowel reading of the letter ʕayn (ع) on the active verb pattern of modern Arabic jafʕal which is divided into vowels /a/ (fathah), vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study applies a qualitative method. Al-Khali:l dictionary and al-MaɁaniy online dictionary were referred for data collection. Three syllable active verbs were analyzed as vowels for these three syllable active verbs in Arabic will change to three different vowels in the Present Tense of the verb. Based on the phonological method proposed by El-Wadi (2005), the analysis focused on the arrangement of the letters ʕayn (ع) in the Past Tense verb which is processed from the phonological method pioneered by Chomsky and Halle (1968). Clearly, the findings of the study have shown that there are effects on the vowel on the ʕayn (ع) active verb of the Arabic Present Tense caused by the arrangement of ʕayn (ع) on the active Arabic verb of the past. At the same time, this study provides an alternative that shows that the vowels at the position of the letter ʕayn (ع) of the active Arabic verb of the present time are non-random.

Analisis Kontrastif Strategi Penterjemahan Harf al-Jar dalam Kisah Ibnu Yaqzan

The field of translating Arabic into Malay is gaining ground among translators and students of Arabic. In fact, studies related to the field of Arabic-Malay translation are widely studied in various branches of linguistics, but studies related to contrastive analysis of Arabic-Malay translators are still relatively under-studied, mostly on harf al-jar. The main reason for the translation of the harf al-jar into Malay is the translator's inability to produce an accurate match of the harf al-jar in Malay, which can affect the original meaning of the original source text. Therefore, this paper aims to highlight aspects of the good translation of harf al-jar through the matching of harf al-jar to the Malay language in the Arabic-Malay translation of Ibnu Yaqzan's novel. In addition, this paper also identifies the strategy used by the translator Ibnu Yaqzan in translating harf al-jar into Malay. This study was conducted using a qualitative method through a contrastive and descriptive analysis of the translation of harf al-jar in the story of Ibnu Yaqzan. The research findings suggest that the letters al-jar in Ibnu Yaqzan's story are not translated literally, but instead are translated according to the meaning intended by the author. In addition, the translation of harf al-jar into Malay in this story uses communication strategies, dynamic strategies, and relevant theories. Accordingly, this paper suggests that the contrastive analysis of the translation of harf al-jar should be given attention and highlighted to translators and Arabic language students so that they do not get confused in translating letters. The aspects of the translation of the harf al-jar presented in this study can be used as a guide and reference for students and Arabic-Malay translators in producing an accurate and authentic translation of the harf al-jar into the Malay language.

Arabs in segregated vs. mixed Jewish–Arab schools in Israel: their identities and attitudes towards Jews

ABSTRACT In Israel, the majority of Jewish and Arab students attend ethnically-segregated schools. However, a new phenomenon has emerged in recent decades: ethnically mixed schools – either because they are intentionally designed to be bilingual and multicultural, or the circumstantial outcome of a demographic mix. The research compares the self-identifications of Arab students attending segregated schools and mixed schools of various kinds, and examines their attitudes toward Jews. The findings suggest that students attending mixed schools tend to define themselves in national terms, as social identity theory predicts. In addition, while Arab students attending circumstantially-mixed Hebrew schools tend to define themselves as Israelis, those attending multicultural and segregated schools tend to define themselves as Palestinians. The “Arab” self-definition is common to all research participants. Additionally, Arab students who identify as Israelis tend to have more positive attitudes toward Jews, but no significant correlation between Palestinian self-identification and negative attitudes toward Jews was found.

Correlation of Motivation to Learn Arabic Language with Interest in Communication in Arabic Language of Students Department of Arabic Language Education Faculty of Tarbiyah Islam University of Zainul Hasan Genggong

Study This motivated by the reduction Power pull and lower PBA ability of students major in communicate with Language Arabic , finally party Faculty nor Major do various method For increase it . Analyzed problem are : what and how motivation Study Language arabs and students and whether There is significant relationship _ between motivation Study with try communicate in Language arabic ?. For answer problem the collected data through questionnaire to 80 respondents , then analyzed in a manner descriptive , qualitative with percentage contingency and correlation . The result show that motivation Study student Arabic are below tall with percentage 84.40 % meanwhile get ranking sufficient communication tall with percentage of 78.80%. But percentage both of them No Far different . Analysis results correlation contingency show No There is significant correlation between motivation Study Language Arab with effort For get communication Language Arab student .

Analisis Faktor-Faktor Kesulitan Belajar Bahasa Arab Siswa Kelas Vii Madrasah Tsanawiyah Nurul Hikmah Gantar Indramayu

Based on observations in several Madrasah Ibtidaiayah and Madrasah Tsanawiyah neighborhoods in the areas of Mekarsari, Haukolot and Gantar, many students when asked Arabic they looked embarrassed and could not answer from this problem which motivated the author to raise the title related to "Analysis of the Factors of Difficulty in Learning Arabic Students class VII at Madrasah Tsanawiyah Nurul Hikmah Gantar. Indramayu". The purpose of this study 1) To find out what factors are the difficulties in learning Arabic for the seventhgrade students of Madrasah Tsanawiyah Nurul Hikmah Gantar Indramayu 2) To find out what affect the difficulties in learning Arabic for the seventh grade students of Madrasah Tsanawiyah Nurul Hikmah Gantar Indramayu. This research method uses qualitative descriptive by using a naturalistic qualitative approach. The object of this research is Arabic teacher and seventh grade student of Madrasah Tsanawiyah Nurul Hikmah Gantar. The data sources of this research use primary data and secondary data. Data collection procedures use observation, interviews and documentation. Based on the results of the study, the factors of difficulty in learning Arabic at MTs Nurul Hikmah Gantar can be concluded that the factors that cause students difficulties in learning Arabic include 1) lack of interest and motivation from within students to learn Arabic, second, namely the difficulty of students reading and understanding the meaning of Arabic. of every Arabic vocabulary, third is parental attention to students about awareness and encouragement to learn outside school, fourth is the teacher's delivery method which is too monotonous, that is, only uses the lecture method and the use of learning media only uses books so that students feel not interested in learning. Arabic 2) influence the difficulty of learning Arabic for students of grade VII Madrasah Tsanawiyah Nurul Hikmah Gantar Indramyu internal students, school environment factors and family and community environments.

Kesulitan Belajar Bahasa Arab Bagi Mahasiswa Program Studi Pendidikan Agama Islam Universitas Islam Zainul Hasan Genggong

The result of this study explained and described the difficulties in learning Arabic students experience of Islamic Religious Education study program. The purpose of this study is to find out the learning difficulties and overcome them with several solutions provided by researchers. The data collection was collected with observation and interview. The data analysis arranged from reduction data, presentation data and conclusions. The results of this study explained that the factor of difficulties of learning Arabic are lack of motivation and interest in learning Arabic, minimal Arabic vocabulary mastery, there is no inenvironment to support Arabic Learning by writing and orally, there is difficulty in applaying nahwu and sharraf.

Analisis Kelayakan Penyajian pada Buku Teks Bahasa Arab Kelas X Madrasah Aliyah KMA 183 Tahun 2019

This study aims to analyze the feasibility of presenting Arabic textbooks for class X Madrasah aliyah KMA 183 in 2019 printed by the Ministry of Religion. This study uses qualitative methods as research procedures with the type of library research (Library Research). The data sources in this article are divided into two, primary and secondary. The primary data source used in this study was the Arabic Language Textbook KMA 183 Year 2019 published by the Indonesian Ministry of Religion. The secondary data sources in this research are several articles that have been published and also thesis related to the topic raised by the researcher. From the results of the researcher's analysis, it can be concluded that most of the presentations on Arabic students' books for class X KMA 2013 have met the indicators of the feasibility of presenting textbooks based on the BSNP, ranging from presentation techniques, learning presentations, to complete presentations. It's just that there is one weakness in this textbook, namely that it does not include reference sources based on information and communication technology sites in the images in the discussion of the material. Keywords: Analysis, Textbook, Arabic

Nature of Mental Image of University Students on Social Media: Facebook as a Model

Social media networks have become a prominent role in forming social relations, especially among university students, the transmission of information, the circulation of data, and the spread of topics among students and all members of society. In addition, these networks reflect how people think, their lifestyles, and what issues they think about. Through them, we can study the prevailing behavior patterns, including the stereotypical or mental image of Syrian students in Jordan. Therefore, the current study aimed to identify the nature of the mental image of Syrian students in Jordanian universities as reflected by social media and to know the mental image in its various economic, political, and entertainment aspects that social media reflects on Syrian students. Also, the study looked at revealing patterns of social media use among students. The study followed the descriptive approach to achieve these objectives. A questionnaire was used on a sample of Jordanian university students. The results concluded that the Syrian students in Jordan live in good conditions and are treated well by the people of Jordan. Also, students in Jordanian universities do not differentiate between students according to their nationalities. Syrian students only suffer from poor material living conditions and suffer bad psychological conditions because of immigration and leaving their homelands. The material assistance provided by international organizations can significantly alleviate their suffering, and the image formed about them among the Jordanian people is a good one. Finally, Jordan did not witness any negative actions by these students. Rather, they reflected the good image of the Syrian Arab student. In light of the results, the study presented some recommendations and suggestions.

Short reports and their importance in developing the expressive performance of Arabic language students

تعد مشكلة تدريس التعبير مشكلة تتضأل بجانبها مشكلات تدريس اللغة العربية فهي مشكلة قديمة مزمنة ادركها مدرسو اللغة العربية منذ جعل التعبير درساً في المدارس (ابراهيم,1972ص169 ) . ان درس التعبير يعاني مشكلات محددة في الوطن العربي تمنعه من تحقيق أهدافه العامة والخاصة فمشكلة ضعف الطلبة في التعبير ليست مشكلة قطرية وانما مشكلة قومية تشعر بها الاقطار العربية كافة لان نتائج الأستبانة التي وزعتها المنظمة العربية للتربية والثقافة والعلوم عام 1947 صدر كتاب في تونس بعنوان ( التدريس الميداني لمعلمي التربية الاسلامية واللغة العربية ومدرسيها في التعليم العام في الوطن العربي ) اكد ان اكثر من 80% من معلمي اللغة العربية ومدرسيها غير مناسبين لتدريسها لقصور في قدراتهم التعبيرية والتذوقية والهجائية والخطية فضلاً عن قصور ثقافتهم العصرية .

Learning via Zoom during the Covid-19 pandemic: benefits for Arab students in Hebrew academic institutes in Israel

ABSTRACT This study examines the impact of distance learning via Zoom on Arab students in Hebrew academia in Israel, from an academic and socio-individual level. The qualitative research methodology implemented in this study is based on in-depth interviews with 28 male and female master’s students in two academic institutions in Israel. The findings show that learning despite certain difficulties, studying remotely via Zoom made the Arab students more comfortable, and were encouraged to participate more in the lessons. It seems that when studying in class with Jewish students in these institutions arouses fear and self-censorship among Arab students, in turn decreasing their desire and confidence to express themselves in class. As such, learning from home while ‘hiding’ behind the camera decreases their inhibition and offers new opportunities for greater self-expression.

Translation Errors Among Bilingual Arabic Language Students: Collocations as an Example

The study of translation by bilingual female students studying Arabic had not received much attention, especially with regard to the cultural errors that these students made during English-Arabic translations, which resulted in them making mistakes in translation. This prompted the researchers to focus on this area. The main objective of this article is to explore common errors in English-Arabic collocation translation among Arabic students in the Federal College of Education (Technical), Gusau and identify possible reasons for them. The researchers used a qualitative analysis approach, adopting an evaluation instrument. A semi-structured interview was also conducted among the sample group in order to find out the causes of the errors. The results showed that the students encountered errors in translation collocations, which included lexical and grammatical collocations. Reasons for these errors included: a lack of collocations knowledge, a lack of special books and dictionaries of collocations and an inability to identify an equivalent to English collocations in the Arabic language. This study is extremely important for students of Arabic, scholars, and English-Arabic translators, as it alerts them to common errors in English-Arabic translation.

A framework for pronunciation error detection and correction for non-native Arab speakers of English language

This paper examines speakers’ systematic errors while speaking English as a foreign language (EFL) among students in Arab countries with the purpose of automatically recognizing and correcting mispronunciations using speech recognition, phonological features, and machine learning. Accordingly, three main steps are implemented towards this purpose: identifying the most frequently wrongly pronounced phonemes by Arab students, analyzing the systematic errors these students make in doing so, and developing a framework that can aid the detection and correction of these pronunciation errors. The proposed automatic detection and correction framework used the collected and labeled data to construct a customized acoustic model to identify and correct incorrect phonemes. Based on the trained data, the language model is then used to recognize the words. The final step includes construction samples of both correct and incorrect pronunciation in the phonemes model and then using machine learning to identify and correct the errors. The results showed that one of the main causes of such errors was the confusion that leads to wrongly utilizing a given sound in place of another. The automatic framework identified and corrected 98.2% of the errors committed by the students using a decision tree classifier. The decision tree classifier achieved the best recognition results compared to the five classifiers used for this purpose.