Arabic Research Articles

Exploring the Challenges and Needs of Arab Patients for Arabic Communication in Malaysian Healthcare Public Relations

Arabic communication is fundamental particularly for the Malaysian healthcare industry that handles the raising number of Arab patients coming to Malaysia to seek healthcare treatment. However, studies showed that most Arab patients are unable to speak other than their mother tongue language which is Arabic language, and they are very attached to their unique culture, which makes them prefer specialized services at healthcare centers. Thus, this research aims at acquiring the challenges faced by Arab patients and their utmost needs toward Arabic communication aspects to be addressed by healthcare personnel while attending them. This qualitative research employed semi-structured interview using needs analysis theory by Hutchinson and Waters (1987) toward 6 Arab patients at 5 different selected healthcare centers in Klang valley. The results demonstrated that the informants faced communication problems with limited understanding of formal Arabic including management and promotional issues. In addressing these problems, informants indicated their needs toward a competent healthcare public relations personnel who are able to assist them in their communication issues especially related to translation and interpretation, as well as knowledgeable in Arabic dialects and culture to boost effective communication. Good handling of Arabic communication with Arab patients has the potential to expedite the overall processes and procedures at all levels of healthcare management and hinder unprecedented problems throughout the entire process.

Employing Arabic Language Teachers for Teaching Methods that Enhance Linguistic Intelligence in Elementary Education in Aqaba Governorate

The current study aims to explore the degree of Arabic language teachers to employ teaching methods that enhance linguistic intelligence in the basic ‎stage of education in Aqaba Governorate as an example. To achieve this objective, a descriptive-analytical approach was used, and a questionnaire was employed as the primary tool for data collection from a sample of (74) Arabic language teachers in Ma'an Governorate. The study found several results, with one of the most significant findings that the degree of employing teaching methods that enhance linguistic intelligence by Arabic language teachers in elementary education in Aqaba Governorate is perceived to be high by the teachers themselves. The results also indicated no statistically significant differences attributed to gender, academic qualification, or years of experience in the degree of employing teaching methods that enhance linguistic intelligence in Arabic language education. Based on the findings, the study recommends encouraging teachers to diversify the educational strategies used in the classroom, including brainstorming strategies, cooperative learning, and interactive teaching to enhance students’ linguistic intelligence.

Student's Perceptions Towards Learning Arabic Language Through Digital Game

In the current age of widespread digitization, technology has become an essential aspect of our everyday existence, significantly transforming how we gain knowledge and interact with our environment. This study aims to explore students' viewpoints on acquiring the Arabic language by employing digital games. This study used a qualitative methodology and performed semi-structured interviews with a purposively selected 30 college students. Their Arabic language program exposed These students to a digital game for five weeks. The findings revealed that students responded well to learning Arabic using digital games, consistently expressing their experiences in a unique and engaging educational environment. The post-implementation semi-structured interviews indicated that students recognized the integration of digital games as a valuable and advantageous approach, providing a distinct and captivating aspect to conventional learning methods. Hence, the results indicate that incorporating digital games into language teaching improves learning and benefits teachers and students in many courses that adopt this creative method.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Teaching Arabic Vocabulary Through Dialogue and Its Procedures for Learners of Arabic as a Foreign Language

Dialogue is one of the fundamental pillars of social life and an essential means of communication. It enables individuals to express their needs, desires, feelings, positions, problems, and methods for managing various aspects of their lives. Furthermore, dialogue fosters the development of ideas and experiences, facilitating expression, creativity, and participation in a civilized society. Through dialogue, communication and interaction with others occur. This study aims to explore effective methods for teaching the Arabic language through dialogue and its application to non-native speakers at the primary level at Mara University of Technology. Specifically, it will investigate whether dialogue aids students in acquiring vocabulary. Vocabulary is a crucial component of language, alongside sounds and structures. Teaching vocabulary is an essential part of foreign language programs, including Arabic. However, despite its significance, the learning and teaching of Arabic vocabulary to non-native learners face several challenges, contributing to their weaknesses in this area. Notes are statistically significant differences between two groups: those "using dialogue" and those "not using it" in learning Arabic vocabulary.

Machine Learning Approach for Arabic Handwritten Recognition

Text recognition is an important area of the pattern recognition field. Natural language processing (NLP) and pattern recognition have been utilized efficiently in script recognition. Much research has been conducted on handwritten script recognition. However, the research on the Arabic language for handwritten text recognition received little attention compared with other languages. Therefore, it is crucial to develop a new model that can recognize Arabic handwritten text. Most of the existing models used to acknowledge Arabic text are based on traditional machine learning techniques. Therefore, we implemented a new model using deep machine learning techniques by integrating two deep neural networks. In the new model, the architecture of the Residual Network (ResNet) model is used to extract features from raw images. Then, the Bidirectional Long Short-Term Memory (BiLSTM) and connectionist temporal classification (CTC) are used for sequence modeling. Our system improved the recognition rate of Arabic handwritten text compared to other models of a similar type with a character error rate of 13.2% and word error rate of 27.31%. In conclusion, the domain of Arabic handwritten recognition is advancing swiftly with the use of sophisticated deep learning methods.

Towards Improving E-Commerce Customer Review Analysis for Arabic Language Opinion Mining

In recent years, the rapid development of Internet-related technologies has facilitated the widespread adoption of online purchasing as a convenient means of satisfying consumer needs. Conducting sentiment analysis on user reviews on e-commerce platforms can substantially improve customer satisfaction. In order to resolve this issue, we propose a novel model for sentiment analysis that employs hybrid deep learning ensembles, combining RNN and TreeLSTM with AraBERT as the word embedding. Our research concentrates on creating a hybrid deep-learning model to predict Arabic sentiment accurately. We employ deep learning models with various word embeddings, such as RNN, LSTM, BiLSTM, TreeLSTM, RNN-LSTM, RNN-BiLSTM, and RNN-TreeLSTM. Multiple open-access datasets are used to evaluate the efficacy of the proposed model, including the BRAD dataset, the ARD dataset, and merged datasets containing 610,600 items. The experimental findings indicate that our proposed model is well-suited for evaluating the sentiments expressed in Arabic texts. Our strategy starts with extracting features using the Arabert model, followed by developing and training five hybrid deep-learning models. We attained a significant accuracy improvement of 0.9409 when comparing our method to traditional and hybrid deep learning techniques. This demonstrates that our proposed model precisely analyzes sentiment. These findings are important for enhancing the comprehension of emotions conveyed in Arabic text and have practical implications for various applications, especially e-commerce. By accurately assessing sentiment, businesses can better comprehend customer preferences and enhance consumer satisfaction by enhancing their offerings.

Insights from a State Islamic University on Arabic Education as a Catalyst for Religious Moderation in Indonesia

This research aims to investigate the integration of religious moderation in Arabic language learning at a state Islamic university. Employing a qualitative descriptive method, data was gathered through observation, in-depth interviews, and documentation. The study emphasizes a tourism-based approach that incorporates local wisdom and pluralism into the Kalam course, aimed at enhancing students' Arabic communication skills. The findings indicate that embedding religious moderation within the Arabic curriculum promotes tolerance, inclusivity, and a moderate outlook among students, which, in turn, contributes to social and religious harmony in Indonesia. Additionally, the research highlights the importance of local cultural contexts in shaping student behavior. The study suggests further exploration of internal and external factors that influence the implementation of religious moderation in Arabic education at a state Islamic university. It also recommends adopting a mixed-method approach in future research to gain a deeper understanding of these dynamics and enhance the effectiveness of religious moderation efforts.

Ta'lîm Kitāb Nubdzah Al-Bayān Li Tarqiyah Mahārah Al Qiraāh Al ‘Arabiyah

<p style="text-align: justify;" dir="ltr"><span> </span><span>Arabic is an important part of the learning curriculum so that Arabic is made the official language at educational foundations, as well as at the Al-Amien Tegal Prenduan Islamic Boarding School. At this Islamic boarding school, the principles of learning Arabic are applied through the book Nubdzatul Bayan which consists of five volumes and a supplement. The aim of this research is to learn the rules of the Arabic language using the Nubdzatul Bayan book in order to improve the reading skills of Arabic texts for beginner students. The research method used is qualitative, with data collection techniques in the form of interviews, observation and documentation, with the research object being the students. The research results show that the strategy for learning Arabic rules using the Nubdzatul Bayan book is carried out through deductive methods and question and answer methods, where the teacher plays an important role in the learning process. First, the teacher writes the rules of Nahwu and Sharaf on the board along with examples of numbers in Arabic, Face-to-face learning is limited to only 3 hours per day, while learning evaluation includes daily, weekly, monthly and annual evaluations carried out using written tests and oral tests. Thus, this research provides insight into the effectiveness of using the Nubdzatul Bayan book in teaching Arabic language rules and improving Arabic text reading skills for beginner students at the Al-Amien Tegal Prenduan Islamic Boarding School.</span></p>

Gender in Arabic Language Learning: A Social-Educational Analysis

<p>This research aimed to determine gender relationships in Arabic language learning in social-educational studies. The method used in this research employed a library approach with the data source being actual and factual literacy, and Mels and Heberman data analysis was utilized using interactive techniques. The results of this research showed that gender was not a true social construct or form, was not innate from birth, and could not also be said to be God's nature or provision because gender was related to the process of believing how men and women should act and behave in accordance with structured values, social and cultural provisions in the place where they were located. Learning Arabic could not be separated from linguistics and was included in the subcategory of grammar, especially in understanding the placement of mudzakkar and muannast. In the structure of the Arabic language, masculinity was the fundamental that was subjected, while femininity was the branch that had no ability as a subject</p>

Metode Hypnoteaching melalui Neuro Linguistic Programming (NLP) dalam Keterampilan Berbicara Bahasa Arab

<table style="width: 688px;" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="501"><p>This qualitative descriptive research with a literature review design adopts the hypnoteaching method through the Neuro-Linguistic Programming (NLP) approach as an innovative effort to enhance students' motivation in speaking the Arabic language. The study's research question is if the hypnoteaching approach based on Neuro-Linguistic Programming (NLP) can boost students' motivation to speak Arabic. The study's findings suggest that the hypnoteaching method and Neuro-Linguistic Programming (NLP) are useful in educational growth, especially the Arabic language. The steps of hypnoteaching involve motivation, pacing, leading, positive words, praise, modeling, and teacher expertise. The application of NLP involves understanding students' characteristics, using outcomes, rapport, sensory acuity, and flexibility. Furthermore, the use of hypnoteaching through NLP in learning Arabic speaking can be an effort to enhance students' learning motivation, create more effective learning, overcome psychological barriers, and encourage students' motivation to actively develop Arabic speaking skills. Thus, this forms a strong foundation for the significant development of students' speaking skills.</p></td></tr></tbody></table>

Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study

IntroductionMotivation is a driving force behind man’s behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions.MethodThis study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners’ background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan’s formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants.ResultsUsing Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners’ background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants’ responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance.ConclusionIn the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings.

A Beginner Book For Arabic Basic User: Analysys Al-Lughah Al-Arabiyah Book Chapter One Based On CEFR Standart

<em>The Arabic textbook MI Grade 1 KSKK is a book published by the Ministry of Religious Affairs in the context of implementing KMA Number 183 of 2019 concerning the PAI Curriculum and Arabic Language in Madrasas. This article presents the results of the analysis of MI Class 1 KSKK Arabic textbooks using CEFR standards. CEFR stands for Common European Framework of Reference established by the Council of Europe in 2001 as a response to the importance of learning foreign languages in order to use them in everyday transactions, be it social, interaction and information transfer. The purpose of this article is to find out the description of the MI Class I Arabic textbook, then at what level is this book in the CEFR standard and how are the CEFR principles contained in it. In its writing, this article uses a literature research method (literature review) with a content analysis approach, where researchers analyze all the material in this MI Class 1 Arabic textbook. The results showed that the Arabic textbooks of MI grade 1 KSKK were categorized in levels A1 and A2 based on CEFR standards. In addition, this book has also fulfilled CEFR principle 6, including language activities, language processes, text, domain, language learning strategies, and language tasks.</em>

Advancing AI-Driven Linguistic Analysis: Developing and Annotating Comprehensive Arabic Dialect Corpora for Gulf Countries and Saudi Arabia

This study harnesses the linguistic diversity of Arabic dialects to create two expansive corpora from X (formerly Twitter). The Gulf Arabic Corpus (GAC-6) includes around 1.7 million tweets from six Gulf countries—Saudi Arabia, UAE, Qatar, Oman, Kuwait, and Bahrain—capturing a wide range of linguistic variations. The Saudi Dialect Corpus (SDC-5) comprises 790,000 tweets, offering in-depth insights into five major regional dialects of Saudi Arabia: Hijazi, Najdi, Southern, Northern, and Eastern, reflecting the complex linguistic landscape of the region. Both corpora are thoroughly annotated with dialect-specific seed words and geolocation data, achieving high levels of accuracy, as indicated by Cohen’s Kappa scores of 0.78 for GAC-6 and 0.90 for SDC-5. The annotation process leverages AI-driven techniques, including machine learning algorithms for automated dialect recognition and feature extraction, to enhance the granularity and precision of the data. These resources significantly contribute to the field of Arabic dialectology and facilitate the development of AI algorithms for linguistic data analysis, enhancing AI system design and efficiency. The data provided by this research are crucial for advancing AI methodologies, supporting diverse applications in the realm of next-generation AI technologies.

The Use of QR Code-Based Arabic Ewan Textbooks in Learning Mahārah Kalām

<p style="text-align: justify;">Learning Arabic for beginners Of course, you really need a guide book in learning a language. The book does not seem archaic and monotonous but a textbook that is creative, innovative and easy to understand for students. Al Maahira IIBS Malang, recently this institution launched the implementation of a very interesting textbook adopted from Ewan University, namely the book "Ewan Arabic" in which there are Arabic language materials juxtaposed with QR Codes. This will help teachers in developing their teaching innovations, even making the teaching process more exciting creative to support the student learning process to run smoothly and foster the spirit of student learning motivation. The researcher used a qualitative descriptive method supported by quantitative data analysis. The use of QR-Code-based ewan textbooks supports students in learning maharah kalam can motivate them. The learning atmosphere has changed to be more lively students are also more active and enthusiastic.</p>

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.

How Saudi parents rationalize the choice of school for their children

In societies where education holds high significance and parental ambitions for their children’s academic achievements are profound, understanding the rationale behind parental school choice becomes crucial. This study aims to explore the question: Are Saudi parents rational in selecting their children’s schools? Through an in-depth analysis of preferences and decision-making factors, this research endeavors to shed light on the intricate dynamics influencing parental school choice within the Saudi Arabian context. To achieve this objective, semi-structured interviews were conducted with Saudi parents whose children were enrolled in private schools (K-12). The findings indicate that cultural or religious identity emerged as a predominant factor, encompassing elements such as gender segregation in schools, parental preference for English over Arabic language learning, and the emphasis on Islamic religious education. Additionally, accessibility factors such as the physical location of the school and school fees emerged as significant determinants of parental preferences for their children’s schools. Wellbeing emerged as a crucial factor in parental decision-making. Furthermore, certain academic considerations emerged as a primary influencing factor in Saudi parents’ school selection. These considerations included skills development, school pedagogy, school staff quality, and learning outcomes.

Analysis of Al-‘Arabiyyah Lil Hayah Books as Teaching Material from the Perspective of Brian Tomlinson and Hitomi Masuhara’s Theory

Teaching materials are crucial in the learning process, especially in Arabic language acquisition. "Al-'Arabiyyah Lil Hayah" serves as a reference guide for new students enrolled in the Special Program for Arabic Language Development (PKPBA) at UIN Maulana Malik Ibrahim Malang, providing a structured approach to enhance Arabic language skills across various academic disciplines. This study analyzes the book through the lens of the theory of different levels of teaching materials proposed by Brian Tomlinson and Hitomi Masuhara. Utilizing a literature study with a qualitative approach, data were collected through documentation techniques and analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, presentation, and conclusion drawing. The findings indicate that the four volumes of "Al-'Arabiyyah Lil Hayah" largely align with the recommendations of Tomlinson and Masuhara at basic, intermediate, and high levels. However, certain gaps remain, notably the absence of a comprehensive comprehension approach in Volume 1 and a deficiency in extensive reading and listening activities in Volumes 2 and 3. Additionally, Volume 4 lacks real-world professional language use materials, such as newspapers and research reports, which are essential for high-level learners. These shortcomings highlight a disconnect between the theoretical framework and the practical needs of students. Consequently, this research underscores the need for future studies to conduct a more thorough analysis of the suitability of the content, learning activities, and instructional approaches utilized in "Al-'Arabiyyah Lil Hayah," ensuring they effectively address the specific needs and characteristics of students at UIN Maulana Malik Ibrahim Malang.

Audio-Visual Media Learning in Arabic Language Acquistion

<p style="text-align: justify;">Audio visual media provides extensive interaction activities between students and learning materials that are easy to access anytime and anywhere. This is in accordance with interaction theory in second language acquisition which emphasizes the importance of response and active participation in learning activities. Through audio-visual media, students will more easily grasp the meaning of the material presented so that students are able to express it through spoken language. The aim of the research is to determine the suitability of using audio-visual media in second language acquisition for Arabic language students. The research uses the library research method, a data collection technique by reviewing books and articles related to the research topic. The results of library research on the use of audio-visual media in acquiring Arabic, students are more enthusiastic in learning Arabic, the process of learning Arabic is fun, students easily understand the material through audio-visual media with quality determination criteria. Several psychologists explain that the connection between second language acquisition and second language learning can improve memory and increase motivation in using audio-visual media.</p>