non-Arabic Speakers Research Articles

Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization

This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.

AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.

A Model For Teaching Arabic Grammar In Light Of The Common European Framework Of Reference For Languages

With its intricate arrangement, classification, abundance, and bifurcation, Arabic grammar presents challenges for learners rooted in historical contextual factors and pedagogical approaches. This study addresses the need for a comprehensive examination and categorization of Arabic grammatical rules based on specific criteria aligned with the Common European Framework of Reference for Languages (CEFR). It aims to identify prevalent and obscure rules, offering a compilation organized according to CEFR standards. The objective is to streamline Arabic language acquisition by reducing the overwhelming quantity of rules presented in textbooks for non-native speakers. The primary obstacle learners face is the complex nature of Arabic grammar, compounded by inadequate organization and delivery of existing materials. This leads to a skewed focus on less practical rules, hindering everyday speech and writing proficiency. Statistical analyses reveal the need for restructuring instructional sequences to prioritize commonly used rules. The proposal advocates aligning grammatical structures with CEFR guidelines and incorporating essential structures for non-Arabic speakers, promoting a modern and coherent language. By addressing these issues, this study motivates learners and bridges the gap between non-native and native proficiency levels in Arabic. The research relied on older references for the theoretical framework due to the need for more specialized references on teaching Arabic grammar to non-native speakers.

تأثير المتلازمات اللفظية في تكوين البيئة اللغوية للناطقين بغير العربية

The absence of a linguistic environment in foreign language learning poses a significant challenge to achieving educational goals and impacts the effectiveness of students' learning. This article aims to highlight the role of collocations in shaping a linguistic environment for non-native Arabic learners to facilitate the achievement of their learning objectives. The importance of this study lies in clarifying and emphasizing the role of collocations in addressing the deficiency caused by the lack of a linguistic environment in teaching Arabic to non-native speakers, making their expressions more native-like. The study employed a qualitative method with a descriptive approach to collect and analyze its data. It concluded that collocations play a crucial role in shaping the linguistic environment for non-native Arabic speakers by presenting the language in its natural form, preserving its structure as it is used in its original context. The study recommends that teachers emphasize the use of collocations when teaching non-native Arabic speakers, as they help prevent linguistic interference by encouraging the use of vocabulary in collocational structures.

Taqwi̅m Tadri̅ba̅t Kita̅b Ta’li̅m al-Lughah al-‘Arabiyyah li as-Ṣhaf ar-Ra̅bi’ min al-Marḥalah al-Ibtida̅iyyah ‘ala Ḍau̅I Ma’a̅yi̅r ‘Abdu ar-Raḥman Ibnu Ibra̅hi̅m al-Fau̅za̅n

This study aims to find out how to teach Arabic grammar to non-Arabic speakers according to the basis of presenting the material and its relationship to reading skill. The research methodology used by the researchers is the qualitative approach, and the type of research is library research. The sources of data for this research are the book Education by Mahmoud Yunus and books, articles or University journals related to research and analysis. The researchers used the method of analyzing the content of the texts, and the background that drives the researchers to complete this research is what the researchers found that the students saw Arabic grammar as one of the most difficult Arabic subjects and the fact that teachers are not good at managing education, as they do not teach Arabic grammar on the basis of recitation. Good education, and the basis for delivering the subject: 1) From the tangible to the intelligible, 2) From the known to the unknown, 3) From examples to rules or definitions, 4) From simple to complex progression. The application of this basis in teaching Arabic grammar is: 1) Defining the noun and knowledge by mentioning the sign, not defining them terminologically, using visual teaching aids when teaching the hidden pronoun, 2) Restricting the study of annulants to the nominal sentence in teaching grammar and restricting the teaching of the direct and the direct to the verbal and nominal sentences, 3) Using the inductive method and modified texts in teaching grammar, morphology, and rhetoric, 4) mentioning the singular before the compound, and using the functional theory and teaching grammar before rhetoric, that reading skill is due to recognition and understanding, which are related to the student’s proficiency in Arabic grammar.

Identifying Pronunciation Errors of the Phoneme Qaf in Al-Qur’an Reading by Non-Native Speakers: A Spectrographic Analysis

The accuracy of pronouncing Hijazi letters is crucial for reading the Qur'an effectively. Incorrect pronunciation not only disrupts the flow of reading but can also change the meaning of words and verses, thus deviating from the intended message. This study aims to identify and analyze the mispronunciation of the [q] phoneme by non-Arabic speakers using spectrography analysis. Spectrography analysis helps visualize the frequency, duration, and intensity of the sound produced when participants pronounce the [q] phoneme. The research utilized Praat Voice Analysis software version 6.3.17 to process voice recordings and identify differences in the pronunciation of the [q] phoneme. The research employed a comparative descriptive qualitative approach with a content analysis design. Data collection involved various techniques, including recording, listening, and transcription. Voice recordings of two 12-year-old participants and an Arabic native speaker were collected to compare the pronunciation of Surah Al-Falaq verses 1-3. The results indicated that common errors in this study included sound changes and the omission of the characteristic [q] phoneme. For instance, students often replaced the [q] phoneme with [k] due to the similarity in the articulation location of these two phonemes. Additionally, participants tended to read too quickly, not allowing sufficient time for accurate pronunciation. The study also revealed a significant difference in the articulation of Hijazi letters between male and female speaker. female speaker demonstrated more consistent pronunciation patterns, while male speaker may require further intervention to address articulation and phonological errors.

Arabic or English? Multilingual users’ preferences in Dubai ATM transactions

Language choice or preference, that is the deliberate selection of language(s) for different purposes in different contexts, situations and domains, is a complex sociolinguistic phenomenon as it is usually motivated by numerous sociolinguistic factors. This study investigates language choice between Arabic and English during automated teller machine (ATM) transactions in Dubai, a cosmopolitan city in the United Arab Emirates (UAE), and aims at exploring the factors influencing these preferences. The data were collected, using a survey questionnaire, from 566 ATM users in Dubai. The findings reveal that nearly all non-Arab participants favor English over Arabic for ATM transactions, irrespective of their length of stay in the country and their proficiency level in English and Arabic, given that Dubai ATMs offer only these two languages. On the other hand, Arab participants, including UAE nationals and Arab expatriates, tend to use Arabic more frequently than English. However, those residing in Dubai show a greater preference for English compared to those living outside Dubai. Additional factors such as age, gender, level of education, occupation, and comfort with technology were also investigated. This research illuminates the prevalent use and elevated status of English in Dubai, affirming its significance among both native and non-native Arabic speakers. Furthermore, it offers insight into the linguistic resources employed by individuals in transactional exchanges, contributing to our understanding of the complex relationship between language contact, language attitudes, language choice, and technology adoption within a multilingual urban setting. The findings underscore the importance of examining linguistic preferences within specific subdomains of multilingual communities.

Arabic Language Teaching in Arabic Preparatory Schools

This study aims to highlight, describe and analyse the experiment conducted at the Arabic Preparatory School for Girls in Bandar Seri Begawan (SPABSB) and explore how it can be utilised to improve the teaching of Arabic to non-Arabic speakers. The Arabic school in Brunei seeks to leverage modern theories and methods of language teaching. The school established a committee to oversee all aspects related to the Arabic language. This committee aims to enhance Arabic language instruction by mandating that all teachers of Arabic language and religious studies, as well as students, communicate in Arabic. They additionally translated posters and publications into Arabic, while arranging professional development events to educate teachers on language teaching theories and methods. They develop class activity books and materials for extensive Arabic practice both inside and outside the classroom. Furthermore, they organise various intensive learning activities to promote Arabic language usage, such as competitions encompassing plays, speeches, group presentations, calligraphy, and singing in Arabic. They also initiated numerous activities aimed at teaching Arabic culture, including Arabic festivals, expeditions, Arabic Week, and open days. The school encourages the use of Arabic language in all activities and events. This study found that the approach adopted by the (SPABSB) serves as a valid model for other newly established schools. It emphasises a balance between extracurricular activities organised by the administration and academic pursuits within the classroom. It suggests the integration of Arabic language use both inside and outside the classroom, highlighting that traditional classroom teaching alone may not suffice to enhance Arabic language proficiency and develop students' skills

Enhancing Vocabulary, Dialogue, and Writing Skills in Arabic through Communicative Language Teaching: An Experimental Study

This study aims to test the Communicative Language Teaching (CLT) approach in improving vocabulary memorization, conversation skills, and writing skills for non-native Arabic speakers. The research was conducted among 1st-semester students of the Islamic Primary Education (PGMI) at the Faculty of Education at IAIN Metro Lampung for the 2020/2021 academic year. This quantitative research uses quasi-experimental methods with control classes and experimental classes. Primary data were collected through student tests and interviews with Arabic lecturers, while secondary data were obtained through observation and documentation. The study population included all 1st-semester students of the PGMI Department, with the sample consisting of class B as an experimental group (33 students) and class C as a control group (19 students). Data analysis using the T-Test showed that the communicative approach was quite effective in learning Arabic, indicated by an N-Gain score of > 56% on vocabulary mastery, dialogue skills, and writing Arabic texts. The significant difference between the pre-test and post-test in the control and experimental groups with significance values of 0.000 < 0.005 supported the working hypothesis and rejected the null hypothesis. In conclusion, the communicative approach has proven effective in improving students' speaking skills (vocabulary mastery and dialogue skills) and writing (texts).

Implications of Switching Codes among Saudi English Learners in an Interactive EFL Contexts

This research monitored the impact of code switching in several linguistic contexts through qualitative research methodologies. The study interviewed ten Saudi bilinguals who code-switch between English and Arabic. Five of them were males and the other 5 were females. In order to conduct comparative research, six of the respondents were living in large cities and four of them were residents of small cities in Saudi Arabia. The research concluded that bilingual Saudis implement code-switching in professional settings and they claim it is natural and is more likely to be expected. Also, English Saudi bilinguals reported that they identify with English as well as Arabic and they were less likely to believe that communicating in English discard their Saudi identity or distort it. To sum it up, this current study found that it is natural for crowded and big or large cities to expand the importance of repetitive code-switching with the availability of non-Arabic speakers in several linguistic contexts and some professional settings.

A STUDY ON FIVE QUR’ANIC TRANSLATIONS BY NON-MUSLIMS OF THE INDIAN SUB-CONTINENT

The Holy Quran has been translated into almost every language of the world, and India is also credited for being translated into the majority of its languages—these translations from Muslims and non-Muslims. The legitimacy of the translation of the Quran is widely disputable among Muslim scholars. Though most Muslims do not consider Quran translation to be legal under a theological base, it does aid in conveying the divine message to non-Arabic speakers. The driving force of non-Muslim translations that occurred in the Indian sub-continent is the vision of conveying the message of the Quran and the intelligent discussion within different religions and faiths. The Western oriental translations were criticized for failing to capture the original meaning, while the translations by Indians and Eastern scholars were praised for accurately conveying the text’s content and failed to be commonly acknowledged and narrated by the history due to the lack of consistent studies and research. It is a fact that the contribution of non-Muslims to the Quranic study didn’t get needed attention by researchers. This Paper aims to study five Quran translations compiled by non-Muslim scholars of the Indian sub-continent, using the Qualitative method. The results of this research show that there is an impact that these translations can make in the social and religious domain in India.

Ta‘līm al-Qowā‘id al-ʿArabiyyah Lighairi an-Nāṭiqīn bihā wa Fiqhu ʾAsās ʾIlqāi al-Mādah wa ‘Alāqatihi Bimahārah al-Qirāah

This study aims to find out how to teach Arabic grammar to non-Arabic speakers according to the basis of presenting the material and its relationship to reading skill. The research methodology used by the researchers is the qualitative approach, and the type of research is library research. The sources of data for this research are the book Education by Mahmoud Yunus and books, articles or University journals related to research and analysis. The researchers used the method of analyzing the content of the texts, and the background that drives the researchers to complete this research is what the researchers found that the students saw Arabic grammar as one of the most difficult Arabic subjects and the fact that teachers are not good at managing education, as they do not teach Arabic grammar on the basis of recitation. Good education, and the basis for delivering the subject: 1) From the tangible to the intelligible, 2) From the known to the unknown, 3) From examples to rules or definitions, 4) From simple to complex progression. The application of this basis in teaching Arabic grammar is: 1) Defining the noun and knowledge by mentioning the sign, not defining them terminologically, using visual teaching aids when teaching the hidden pronoun, 2) Restricting the study of annulants to the nominal sentence in teaching grammar and restricting the teaching of the direct and the direct to the verbal and nominal sentences, 3) Using the inductive method and modified texts in teaching grammar, morphology, and rhetoric, 4) mentioning the singular before the compound, and using the functional theory and teaching grammar before rhetoric, that reading skill is due to recognition and understanding, which are related to the student’s proficiency in Arabic grammar.

Arabic translation and cultural adaptation of Hill-Bone compliance to high blood pressure therapy scale

BackgroundAdherence to prescription medications is vital to the success of any treatment plan, especially for chronic health conditions, such as hypertension (HTN). Although there are different scales used in assessing adherence to prescription medications, most if not all, of those scales are not available in Arabic. The absence of essential assessment tools makes the appraisal of adherence to prescription medications very difficult for native Arabic speakers. Therefore, this study aimed to translate and validate the Hill-Bone Compliance to High Blood Pressure Therapy (CHBPT) scale, which is commonly used to assess adherence to antihypertensive medications, among a sample of Arabic-speaking patients with HTN. MethodsThis was a single-center cross-sectional study that took place at a university-affiliated hospital. It interviewed adult (≥18 years) patients with HTN who were visiting the primary care clinics between January and November 2020. Non-Arabic speakers, those under 18 years of age, individuals without a diagnosis of HTN, and patients without any previously filled prescription medications for HTN within the past three months were excluded. The forward–backward translation method was used after receiving permission from the originators of the questionnaire to translate their scale to Arabic. Test-retest and Cronbach alpha methods were used to assess the reliability. Principal component analysis with varimax rotation was used to examine the construct validity. ResultsOne hundred and forty-one patients consented and participated in the study. Most of the patients were ≥ 50 years old (75 %), male (72 %), and had another chronic health condition besides HTN (99 %). The translated scale had good internal consistency (Cronbach alpha = 0.83) and reliability (intraclass correlation coefficient of 0.9). The Kaiser-Meyer-Oklin was 0.82 indicating adequate sampling to conduct factor analysis; hence, three factors (e.g., subscales) were extracted similar to the original scale. The mean scores for appointment keeping, medication taking, and reducing sodium intake subscales, as well as for the overall scale were 5.62 ± 1.39, 33.94 ± 3.87, 9.73 ± 2.1, and 49.29 ± 5.21, respectively. ConclusionThe translated version of the Hill-Bone CHBPT scale has both good reliability and validity and will hopefully help healthcare providers assess and monitor HTN patients’ adherence to their antihypertensive medication regimens. Multicenter studies should be conducted to verify the validity and reliability of the translated questionnaire among different Arabic-speaking patient populations with HTN.

Morphosemantic Analysis Skills Among Digital Native Non-Arabic Speakers

This study aims to determine the ability of Arabic morphosemantic analysis on digital natives who are not native Arabic speakers. The research method used is descriptive quantitative with percentage-based analysis. Data were collected through an open-ended multiple-choice test that was structured based on morphosemantic indicators. The validity of the test instrument has been confirmed by Arabic morphosemantics experts. The study involved 34 digital native Arabic students, selected through a purposive sampling technique. The results show that the morphosemantic analysis ability of digital native non-Arabic speakers is generally considered insufficient, with a percentage of 49.2%. The ability in the aspects of word derivation and shighat is classified as moderate with a percentage of 67.6% and 65.7% respectively, while the ability in the aspects of affixes, word roots, semantic aspects, and wazan is categorized as "very poor" with a percentage of 44.7%, 42.1%, 37.2%, and 36.4% respectively. This study concludes that the morphosemantic analysis ability of digital native non-Arabic speakers is still at a deficient level, and effective strategies need to be developed to improve it
 Penelitian ini bertujuan untuk mengetahui kemampuan analisis morfosemantik bahasa Arab pada digital native yang bukan penutur asli Arab. Metode penelitian yang digunakan adalah deskriptif kuantitatif dengan analisis berbasis persentase. Data dikumpulkan melalui uji pilihan ganda terbuka yang disusun berdasarkan indikator morfosemantik. Validitas instrumen uji telah dikonfirmasi oleh ahli morfosemantik bahasa Arab. Penelitian melibatkan 34 mahasiswa bahasa Arab digital native, dipilih melalui teknik purposive sampling. Hasilnya menunjukkan bahwa kemampuan analisis morfosemantik digital native non penutur Arab secara umum tergolong kurang, dengan persentase 49.2%. Kemampuan dalam aspek derivasi kata dan shighat diklasifikasikan sebagai sedang dengan persentase masing-masing 67.6% dan 65.7%, sementara kemampuan dalam aspek imbuhan, akar kata, aspek semantik, dan wazan dikategorikan sebagai “sangat kurang” dengan persentase masing-masing 44.7%, 42.1%, 37.2%, dan 36.4%. Kesimpulan dari penelitian ini adalah bahwa kemampuan analisis morfosemantik digital native non penutur Arab masih memiliki tingkat yang kurang, dan strategi yang efektif perlu dikembangkan untuk meningkatkannya.

Khuṭwah fī Taisir Dalālah al-I’rab ligairi al-Nāṭiqīn bi al-’Arabiyyah

No other nation has been subjected to the same type of attack and harsh criticism as it has been subjected to Arabic. Many campaigns have been launched against it, some of which were unjust, based on no basis, and offering nothing but insult. Others included suggestions that were closer to demolition than to construction, while others included suggestions that were closer to demolition than construction. There are calls that did not aim at deficiency or destruction, but rather included partial suggestions that were not organized in the entire way and did not aim to draw an alternative to it, so they did not rise to the level of comprehensive scientific attempts. Many of our distinguished teachers - may God have mercy on them - have written in the field of facilitating grammar, and the most beautiful person who spoke and wrote about it is Dr. Ahmed Abdel Sattar Al-Jawari in his book (Towards Facilitation) when he presented and classified the problem, saying: ((Arabic grammar remains difficult for its people, not easy, bumpy, and not paved). It deviates to what is intended, it is not devoid of complexity and is not free from deviation, and this method is still the subject of complaint from teachers and learners alike. They begin it and hardly reach a goal or reach an end from it, and they delve into an abundant future that has no beginning or end. They know its extent but do not realize its end. The more they expand into it, the more its scope expands before them, and its paths become more complex, so the means distract them from the goal). So we tried to present a simple and accessible idea, which was the result of years of repeating the same experiment. Then I took various questionnaires from the students (in that this work raised their level of application in how to know the locations of words and then parse them), so it demonstrated the acceptance of this idea - which is our current research - and carried it with significance. Seriously, until it became a step in the scale of controlling the rule of parsing by controlling the movement it is an education for non-Arabic speakers.

Developing E-Muhadathat Kit Instrument (I-KEM) for Non-Arabic Speakers: A Rasch Model Analysis

Developing E-Muhadathat Kit Instrument (I-KEM) for Non-Arabic Speakers: A Rasch Model Analysis

Assessing the Quality, Privacy, and Security of Breast Cancer Apps for Arabic Speakers: Systematic Search and Review of Smartphone Apps.

Breast cancer is a widespread disease, and its incidence is rapidly increasing in the Middle East and North Africa region. With the increasing availability of smartphone apps for various health purposes, breast cancer apps have emerged as tools for raising awareness, providing support, and empowering women affected by this disease. These apps offer many features, including information on breast cancer risk factors, self-examination guides, appointment reminders, and community support groups or hotlines. Using apps raises the risk of privacy and security issues, and we hope that examining these features of the apps will contribute to the understanding of how technology can be used to improve these apps and provide insights for future development and improvement of breast cancer apps. This study aims to critically review the quality, privacy, and security of breast cancer apps available to Arabic speakers. Similar to several recent studies, we used a systematic search for apps available in Google Play and Apple App stores using both the web interface and the built-in native stores installed on smartphones. The search was conducted in mid-December 2022 in Arabic using the following keywords: سرطان الثدي - فحص سرطان الثدي - علاج سرطان الثدي - مرض سرطان الثدي - أعراض سرطان الثدي - فحص الثدي (breast cancer, breast cancer treatment, breast cancer disease, breast cancer symptoms, breast cancer screening, and breast test). These preidentified search terms are based on earlier work concerning the top searched breast cancer topics by Arabic speakers through Google's search engine. We excluded apps that did not have an Arabic interface, were developed for non-Arabic speakers, were paid, needed a subscription, or were directed toward health care workers. The Mobile App Rating Scale was used to evaluate the quality of the apps concerning their engagement, functionality, aesthetics, and information. A risk score was calculated for the apps to determine their security risk factors. Only 9 apps were included, with most (6/9, 67%) being supported by advertisements and categorized as informational. Overall, the apps had low numbers of downloads (>10 to >1000). The majority of the included apps (8/9, 89%) requested dangerous access permissions, including access to storage, media files, and the camera. The average security score of the included apps was 3.22, while only 2 apps provided information about data security and privacy. The included apps achieved an overall average quality score of 3.27, with individual dimension scores of 4.75 for functionality, 3.04 for information, 3.00 for aesthetics, and 2.32 for engagement. The limited availability of breast cancer apps available to Arabic speakers should be a call to action and prompt health care organizations and developers to join forces and collaboratively develop information-rich, usable, functional, engaging, and secure apps.

TAWZIF AL-WASA'IL AL-TAKLIMIYAH AL-HADITHAH LI-TAKLIM AL-BALAGHAH AL-'ARABIYAH: AL-'ARUD AT-TAQDIMIYAH (POWERPOINT) NAMUDHAJAN

This paper aims to provide practical suggestions for teaching Arabic rhetoric to non-Arabic speaking university students. These suggestions are presented in PowerPoint slides and their use is explained in a way that is consistent with the content of the material. These suggestions were tested on two groups of students enrolled in Bachelor's programs in Sharia, Islamic Studies, and Foundations of Religion at Sultan Azlan Shah University in Malaysia. The problem with teaching non-Arabic speakers a new science in Arabic language is that their level in the language is uneven and most of them are below the required level to study a subject that requires a strong foundation in the language, especially when dealing with poetry and eloquent sayings that are the subject of rhetoric. This poses a challenge for both the teacher and the student. The study relied on a descriptive approach to create and present slides, and to explain the principles and considerations that should be taken into account. The study arrived at a number of results, the most important of which is the necessity of using these modern methods, which are no longer a luxury or a standard for evaluating the teacher alone, as the study recorded an improvement in students' understanding of rhetoric lessons after using these methods compared to not using them.

Gender-Based Utilization of Indirect Language Learning Strategies Among Non-Native Arabic Speakers at a Malaysian Public University

This quantitative study aims to investigate the indirect language learning strategies among non-native Arabic speakers employed by 116 Universiti Teknologi MARA (UiTM) students who have enrolled in the Arabic Language course for one semester in the year 2022. Data collection for this study utilized the Strategies Inventory of Language Learning (SILL) questionnaire, developed by Oxford in 1990. Descriptive statistics were employed to discern the preferred prevailing indirect language learning strategies favoured by male and female students in the Arabic Language course. Additionally, the independent sample t-test was applied to scrutinise potential significant differences in the utilization of indirect learning strategies between male and female learners. The study’s findings underscore the prevalence of metacognitive strategies as the predominant learning approach among these students, with affective strategies and social strategies following closely in popularity. Furthermore, the mean scores for indirect learning strategy variables among both male and female learners suggest that there are no noteworthy distinctions in the application of metacognitive, cognitive, and social learning strategies during their Arabic language learning journey. Hence, the study recommends that social learning strategies can be considered as part of improving the Arabic learning language process.

An Exploration of Language Learning Strategies by Non-native Arabic Speakers: Identifying Effective Approaches

An Exploration of Language Learning Strategies by Non-native Arabic Speakers: Identifying Effective Approaches