scholarly journals The impact of the objectives of Arabic language learners as a second language and their involvement in the learning engagement on their language proficiency- field study on two Malaysian universities – Malaysia: علاقة الدافعية بتحسين الكفايات اللغوية لمتعلمي اللغة العربية كلغةٍ ثانيةٍ وانخراطهم في العملية التعلمية - دراسة ميدانية على طلبة جامعتي العلوم الإسلامية الماليزية والإسلامية العالمية الماليزيتين-

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Mikail Ibrahim, Zainalabidin Hajib, Yuslina Mohammad, Essamo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Structural Equation ◽  
Negative Relationship ◽  
Arabic Language ◽  
Linguistic Competence ◽  
The University ◽  
The Impact

This research aims to study the correlative relationships between the orientation towards the goal and engage in the learning process, and their relationship to the acquisition of Arabic language skills as a second language between students of the University of Islamic Science Malaysia and International Islamic University Malaysia. The study followed the correlative approach. The questionnaire consisted of a questionnaire that was distributed to a random stratified sample. The study population consisted of students from the University of Islamic Sciences Malaysia and the International Islamic University Malaysia. It reached 451 students (males = 170, females = 281). The researchers used the typical structural equation for statistical treatments. The result of the analysis showed a statistically significant relationship between the goal of empowerment, the goal of performance on the one hand, and linguistic competence on the other. While the negative relationship between avoiding schoolwork and language competence. The study also revealed that there is a strong positive relationship between engaging in the learning process mentally, behaviorally, emotionally and linguistic competence, and the behavioral involvement factor obtained the strongest relationship in determining the fate of the language learning process. Finally, the analysis showed that females are more capable than males. In light of the results, the current study recommended the application of such studies in some countries where Arabic is considered a second language to ensure the validity and consistency of the scale, and the possibility of generalizing it. Developing the skills of Arabic language teachers through training workshops and introducing them to modern teaching methods in teaching the Arabic language.

scholarly journals Refugee Reception Re-examined: a Quantitative Study on the Impact of the Reception Period for Mental Health and Host Country Language Proficiency Among Syrian Refugees in the Netherlands

2021 ◽  
Author(s):  
Roxy Elisabeth Christina Damen ◽  
Jaco Dagevos ◽  
Willem Huijnk
Keyword(s):  
Mental Health ◽  
Length Of Stay ◽  
The Netherlands ◽  
Language Learning ◽  
Language Proficiency ◽  
Host Country ◽  
Structural Equation ◽  
Negative Impact ◽  
Negative Relationship ◽  
The Impact

AbstractIn many European countries, refugees spend their first period after arrival in the receiving country in reception centers. Though this reception period has been heavily criticized, especially in relation to mental health, few scholars examined its impact on refugee integration. Since host country language learning is the main focus for most recent arrivals, this study re-examines the impact of the (renewed) reception period on both refugee mental health and host country language proficiency. Using a unique dataset including 3209 Syrian permitholders in the Netherlands, we test a structural equation model to examine those relations directly and indirectly. Results partly replicate previous findings, showing the negative impact of the number of relocations on mental health as well as the negative impact of both length of stay and relocations on host country language proficiency. Nevertheless, we did not find support for a negative relationship between length of stay and mental health. Moreover, the image of the reception period is not as gloomy as before; activities asylum seekers can engage in during their stay is positively related to both mental health and host country language proficiency. The relationships between both relocations and activities and host country language proficiency can partially be explained by mental health. These results indicate that the reception period can be seen as both an obstacle and a facilitator. Since the context of reception is a post-migration stressor, these findings should inform receiving societies and inspire them to accommodate their refugee reception accordingly, ensuring a smooth(er) start for future refugees.

scholarly journals Hubungan Pembelajaran Bahasa Arab Menerusi KeLiP dengan Pencapaian Pelajar

2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Norasyikin Osman ◽  
Kamarul Shukri Mat Teh ◽  
Siti Salwa Mohd Noor ◽  
Khoirun Nisak Mat Saad
Keyword(s):  
Experimental Study ◽  
Student Achievement ◽  
Language Proficiency ◽  
Quantitative Study ◽  
Arabic Language ◽  
Post Test ◽  
E Learning ◽  
The University ◽  
The Impact ◽  
Level 2

The development of e-Learning is very promising at all levels of education. Universiti Sultan Zainal Abidin (UniSZA) has developed an e-learning or known as Kelip in 2006. However, the impact of e-learning on student achievement has no further explanation. Thus this quantitative study is aimed at exploring whether the use of e-learning, also known as KeLiP at the University of Sultan Zainal Abidin (UniSZA), is able to improve student’s achievement among the excellent students of language (PCB) and the below-average students of language (PKCB). The comparisons between the achievements of both groups are also studied. This experimental study involved 69 UniSZA diploma students taking the Arabic Language Proficiency course level 2 (UBA 1022). The students have been learning through KeLiP for 10 weeks with content materials from the UBA 1022 module which were presented electronically in the form of graphics, images, sounds, videos and hyperlinks. Pre and post test was conducted to evaluate student achievement. The study shows that the use of KeLiP has improved PCB and PKCB achievements with a mean of 26.545 per cent. The excellent students’ performances (PCB) continue to maintain their excellence over PKCB with a mean difference of 11.72 per cent. This study proves that KeLiP is able to improve student’s achievement overall and thus serves as an encouragement for the wide use of KeLiP among students and lecturers.

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

scholarly journals Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 444-451
Author(s):  
Dalal Moh'd Al-Assaf
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Goals ◽  
Distance Teaching ◽  
Language Classes ◽  
The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

scholarly journals “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama

2019 ◽  
Vol 9 (1) ◽  
pp. 7-32
Author(s):  
Fiona Dalziel ◽  
Erika Piazzoli
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Asylum Seekers ◽  
Second Language Learners ◽  
Role Reversal ◽  
Process Drama ◽  
Learning Needs ◽  
The University ◽  
Asylum Seekers And Refugees

Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

scholarly journals برنامج الطلاقة بالعربية ستين يومابدار اللغة العربية

2021 ◽  
Vol 10 (2) ◽  
pp. 188
Author(s):  
Intan Fitriani ◽  
Tarmizi Ninoersy ◽  
Dara Mubshirah
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Direct Methods ◽  
Arabic Language ◽  
Training And Development ◽  
Observation Data ◽  
Language Training ◽  
Descriptive Method ◽  
Day Program

Darul Lughah Al Arabiyah is an institution focused on language training and language proficiency development. Darul Lughah Al Arabiyah offers many programs, one of which is a 60-day program fluent in Arabic. The 60-day fluent Arabic program is an intensive program in four or six hours of study per day from the first book to the third of the al-arabiyah baina yadaik books. The purpose of this research is to find out the learning process of the 60-day program fluently speaking Arabic. The research method used is a descriptive method. The data and information for this study was collected by interviewing with the director and teacher at Darul Lughah Al Arabiyah, then with live observation data during the learning process, finally by looking at the documents. And the results of this study, that the 60-day program fluently speaks Arabic using direct methods and its learning focuses on language training and development, and requirements when the arabic language learning process is done well and in accordance with the criteria of arabic language learning.

scholarly journals PENGEMBANGAN METODOLOGI PENGAJARAN DAN KOMPETENSI KEPRIBADIAN DOSEN BAHASA ARAB

2021 ◽  
Vol 6 (1) ◽  
pp. 79
Author(s):  
Faisal Hendra
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Arabic Language ◽  
Culture Study ◽  
Study Program ◽  
Teaching Methodologies ◽  
Language And Culture ◽  
Methods And Techniques

This article discusses the development of lecturer competencies in using methods and techniques in learning Arabic language proficiency in Indonesian universities. This study uses a descriptive evaluative approach to the data obtained at the Arabic Language and Culture Study Program, Universitas Al Azhar Indonesia (UAI). From the study conducted, it was found that one of the reasons for the not yet maximal ability of students in mastering Arabic language proficiency in Indonesian universities, especially at UAI, was because the lecturers who taught were not maximal in using teaching methodologies and techniques. The technique used is not innovative and tends to be repetitive and boring so that students are not maximally motivated to learn Arabic. Some tips that can be done in instilling a sense of love between lecturers and students in learning and good relations between lecturers and student families can affect the success of the Arabic language learning process that can be implemented.

scholarly journals Dyslexic students: from language learning to language testing

2018 ◽  
Author(s):  
Margherita Pelleriti
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Language Testing ◽  
High Stakes ◽  
Learning Differences ◽  
High Stakes Tests ◽  
Italian Law ◽  
The University ◽  
Dyslexic Students

This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.

scholarly journals The Effect of Attitudes and Emotions on the Desire to Use Arabic in Communication: Case Study of the Learners of Arabic as a Second Language at the Malysian University of Islamic Sciences

2013 ◽  
Vol 7 (3) ◽  
pp. 330
Author(s):  
Mechael Ibrahim
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Structural Equation ◽  
Willingness To Communicate ◽  
Target Language ◽  
Equation Modeling ◽  
Learning Context ◽  
Language Competence ◽  
Language Communication

The main purpose of this study was to investigate the effect of attitudes and emotions on the desire to use Arabic in communication in a second language learning context, in this case learners of Arabic as a second language at the Malaysian University of Islamic Sciences. A number of 225 students from the Islamic Science University of Malaysiavoluntarily participated in the study. The students represented four faculties of the University. A model of "willingness" to communicate in the second language was tested using Structural Equation Modeling and was found to accurately fit the data. The study found that language competence was antecedent of language communication confidence, while language confidence significantly and statistically correlated with willingness to communicate and consequently with language proficiency. The study also showed that male learners are more liable to language anxiety which was found to be negatively correlated with language competence and consequently lack of ability to use the target language. The study recommends that teachers provide learners of Arabic as a second language with greater opportunities to use the language inside and outside the classroom and to make their teaching more task-orientedinstead of lecture-oriented. 

scholarly journals PEMBELAJARAN BAHASA ARAB ANTARA HARAPAN DAN KENYATAAN

2017 ◽  
Vol 19 (2) ◽  
pp. 1
Author(s):  
Akla Akla
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Arabic Language ◽  
Mastery Level ◽  
Research Questions ◽  
Language Environment ◽  
The Impact ◽  
Survey Approach

This study aims to answer the research questions (1) how does the ability of Arabic teachers in implementing and developing teaching methods and strategies, (2) how does the ability of Arabic teachers in implementing and developing learning media, (3) how does language environment in the Arabic learning, (4) how does the students’ motivation in learning Arabic (5) how does the students’ mastery level in Arabic language. This study is quantitative research with survey approach. The respondents of this research were Arabic teachers at Madrasah Ibtidaiyah, Madrasah Tsanawiyah and Madrasah Aliyah, each of them consisted of 15 teachers, and the students at each level was 100. This research found that the students’ ability of Arabic language in Madrasah is not satisfying. This fact is as the impact of Arabic teachers who have not implemented the learning process optimally. Teachers have not optimized the implementation and the development both learning methods and media. In addition, the factors which trigger the non-success of students in learning Arabic language due to the unavailability of language environment which is created by teachers and responsible Madrasah as a media in learning Arabic as a second language.

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