Relationship between learning strategies and motivation by using structural equation modeling approach

This paper aimed at examining the learning strategies constructs and to investigate the relationship between learning strategies and motivation in Arabic courses. The study uses a questionnaire as the information-gathering instrument, and the participants comprised students from two public universities in Peninsular Malaysia who are studying Arabic language. A total of 139 students were selected for this study. The questionnaire’s construct validity was tested using confirmatory factor analysis. Confirmatory factor analysis indicated that a model including factors representing the dimensions metacognitive self-regulation, organization and peer learning was the best fit. Significant correlations between motivation and learning strategies subscales (metacognitive self-regulation and organization) provided preliminary evidence of predictive validity of the measure. Metacognitive self-regulation strategy has positive correlation with organization and peer learning strategy. The organization strategy was also positively correlated to peer learning strategy. The metacognitive self-regulation and organization have significant effect on motivation. Contrary to our expectation, peer learning has no significant effect on motivation

Eficacia docente y compromiso en la enseñanza del árabe: un estudio correlacional

The current study explores the validity and reliability of the instrument used in assessing teachers’ efficacy in teaching Arabic and also their commitment to teaching. The study also examined Arabic teaching efficacy in relation to teacher commitment. The study involved 252 teachers out of 487 teachers from 57 National Religious Secondary Schools throughout Malaysia. A structural equation modeling with AMOS was employed to investigate the effects of the hypotheses model. Confirmatory factor analysis supported the adequacy of the constructs of teacher efficacy and teacher commitment and found that the two constructs were multidimensional constructs with four underlying dimensions respectively. The findings also showed that teacher efficacy influences teacher commitment. Several essential theoretical implications for developing and enhancing teachers in the Malaysian Secondary Arabic education context have arisen from the current study.El estudio actual explora la validez y confiabilidad del instrumento utilizado para evaluar la eficacia de los maestros en la enseñanza del árabe y también su compromiso con la enseñanza. El estudio también examinó la eficacia de la enseñanza del árabe en relación con el compromiso del profesor. El estudio involucró a 252 maestros de 487 maestros de 57 escuelas secundarias religiosas nacionales en toda Malasia. Se empleó un modelo de ecuación estructural con AMOS para investigar los efectos del modelo de hipótesis. El análisis factorial confirmatorio apoyó la idoneidad de las construcciones de la eficacia y el compromiso de los docentes y encontró que las dos construcciones eran construcciones multidimensionales con cuatro dimensiones subyacentes, respectivamente. Los hallazgos también mostraron que la eficacia del maestro influye en el compromiso del maestro. Del estudio actual se desprenden varias implicaciones teóricas esenciales para el desarrollo y la mejora de los docentes en el contexto de la educación árabe secundaria en Malasia

Penerimaan Guru Bahasa Arab Sekolah Menengah Kebangsaan Terhadap Pembelajaran Secara Maya [Secondary School Arabic Languange Teacher’s Acceptance Towards Online Learning]

Kajian ini bertujuan untuk mengenal pasti tahap penerimaan guru bahasa Arab terhadap pengajaran dan pemudahcaraan secara maya dan melihat perbezaan penerimaan antara guru bahasa Arab yang mengajar sekolah di bandar dan guru bahasa Arab yang mengajar di sekolah luar bandar. Responden kajian ini terdiri daripada 42 orang guru bahasa Arab sekolah menengah kebangsaan di seluruh negeri di Malaysia yang dipilih secara rawak. Instrumen kajian yang digunakan adalah terdiri daripada satu set soal selidik yang mengandungi 35 item soalan dan menggunakan skala Likert. Dapatan kajian dianalisis terlebih dahulu menggunakan analisis deskriptif menggunakan nilai min untuk melihat tahap penerimaan guru bahasa Arab terhadap pembelajaran dan pemudahcaraan secara maya. Hasil analisis secara keseluruhannya menunjukkan penerimaan guru terhadap pembelajaran dan pemudahcaraan secara maya berada pada tahap sederhana tinggi. Seterusnya analisis Nonparametrik (Man-Whitney Test) dijalankan untuk melihat perbezaan penerimaan guru bahasa Arab di bandar dan juga guru bahasa Arab luar bandar terhadap pembelajaran dan pemudahcaraan bahasa Arab secara maya. Hasil menunjukkan secara keseluruhannya tidak terdapat perbezaan yang ketara antara penerimaan guru bandar dan luar bandar terhadap pembelajaran dan pemudahcaraan secara maya. This study aimed to identify secondary school Arabic language Teacher's acceptance towards online learning and looked the different between urban teachers and rural teahers about the acceptance towards online learning. The respondent of this study randomly selected of 42 Arabic languange Teacher’s in secondary schools in Malaysia. Instrument used are made up of a set of questionnaire, contains 35 items using Likert scale. The findings were analyzed using descriptive statistics which includes mean and standard deviation to see the secondary school Arabic language Teacher's acceptance towards online learning. Analysis result showed secondary school Arabic language Teacher's acceptance towards online learning were at high simple stage. Then analysis nonparametric were using to look the different between urban teachers and rural teahers about the acceptance towards online learning. Analysis result showed that no different between urban teachers and rural teahers about the acceptance towards online learning

Students` Islamic personality on amanah: a structural modelling approach

The purpose of this study is to investigate the factorial structure of the Ummatic Personality Inventory (UPI). One of the constructs in UPI, Amanah was measured to understand the relationship among the factors namely, Amar Maaruf, Nahi munkar, Accountability to Allah and Accountability to Society. The sample of this study was a group of female students (n= 287) in a government school. Data were analysed using the Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM). The findings for the structural model revealed that Khalifah and Accountability correlated to the Amanah. The percentage of variance accounted for by the independent variable was 63% accordingly, which indicated a very good effect size. This reflects that accountability of people for enjoining good deeds is moderately related to accountability towards society. The act of forbidding evil has a strong direct effect on accountability towards Allah. Thus, more efforts should be put on educating students to forbid evil-doing (nahi munkar). In future, a deeper analysis of this nature could be made on the other two constructs of UPI

Teacher Efficacy and Commitment in Teaching Arabic: A Correlational Study

Teacher efficacy researches have been widely examined by many researchers in various context and subject areas. Yet, in the field of Teaching Arabic as a Foreign Language (TAFL) , the investigation into teacher's efficacy and its relation to their commitment is extremely uncommon. Therefore, the current study explores the validity and reliability of the instrument used in assessing teacher's efficacy in teaching Arabic and also their commitment to teaching. The study also examined Arabic teaching efficacy in relation to teacher commitment. The current study involved 252 teachers out of 487 teachers from 57 National Religious Secondary Schools throughout Malaysia. A structural equation modelling with AMOS was employed to investigate the effects of hypotheses model. Confirmatory factor analysis supported the adequacy of the constructs of teacher efficacy and teacher commitment and found that the two constructs were multidimensional constructs with four underlying dimension respectively. The findings also showed that teacher efficacy influence teacher commitment. Several essential theoretical implications for developing and enhancing teachers in the Malaysian Secondary Arabic education context have arisen from the current study

Language learning strategies and self-efficacy belief in Arabic Language learning: a malaysian context

Teaching and learning is a process that requires active student involvement in the acquisition of knowledge and skills. Students should be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective learning strategies in order to build a high level of confidence in the learning process. This confidence-building method is especially important for low-performing students and helps them to achieve their specific goals. This paper examines the relationship between language-learning strategies and the self-efficacy belief in Arabic language learning. The objectives of this study are (1) to identify the self-efficacy belief and language learning strategies, (2) to note the effects of self-efficacy on language learning strategies, (3) and to examine the relationship between language learning strategies and students’ self-efficacy. The study uses a questionnaire as the information-gathering instrument, and the participants comprised university students in Peninsular Malaysia, who are studying the Arabic language. A total of 436 students were selected for this study from six universities, namely, Universiti Darul Iman, Universiti Kebangsaan Malaysia, University of Malaya, International Islamic University Malaysia, Universiti Teknologi Malaysia, and Universiti Putra Malaysia. The results indicate that language learning strategies have a strong correlation to self-efficacy beliefs

Why teachers use Bahasa in the Arabic language classroom?

The use of the target language has long been considered an important principle of second language (L2) instruction. Previous research has attempted to quantify the amount of the first language (L1) used in the classroom and has explored the purposes or functions of teachers’ ‘lapses’ into their students’ L1. The purpose of this qualitative study is to explore the attitudes towards using L1 in Arabic classes among teachers of secondary school in Malaysia which consists of students speaking Bahasa as their L1. Data was collected based on the interviews of the teachers that teach Arabic language in a school. The respondents of this study were two experienced teachers. The findings indicated that L1is still used by the teachers to explain difficult concepts of grammar so that students easily understand linguistics terms, and also to translate new words to ensure that students understand unfamiliar words

Promoting interactions in learning arabic language via learning management system: a theoretical framework

This paper aims at promoting a framework of interactions among learners, instructors, contents and systems via Learning Management System (LMS).These interactions allow Arabic language learners to bridge their existing knowledge with new information and make new meanings through critical comments among peers, teacher’s feedback and from the interactive learning content. The common interactive activities in LMS include forum, short video, online quizzes and other tools for interactions. The interactive tools embedded in LMS will only promote effective learning through collaboration among learners. Thus, a thorough critical analysis on the theories related to constructivist and social interaction theory will allow teachers to have strategic plans in delivering online teaching and learning. The main advantage of using LMS is the freedom of teachers to add, change or utilize the system according to the individual learning style and learning needs. This paper will elaborate on the proposed design of interactive learning activities forwarded for teachers to enhance their teaching and learning approaches. An in-depth investigation on literature reviews and meta-analysis will underpin the proposed model of interaction tools designed for Arabic Language teaching

Self-regulated learning and motivation of Islamic studies and non-Islamic studies stream students

Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at investigating the differences in self-regulated learning and motivation between the Islamic and non-Islamic stream students; and examining relationships between self-regulated learning, motivation and academic performance. Eight hundred and twenty five universities students were involved in this study. A self-report measure of students metacognitive self-regulation, help seeking, organization, effort regulation, self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety was administered, and academic performance data were obtained from students’ cumulative grade point average (CGPA). The study uses a questionnaire as the information-gathering instrument. The questionnaire was based on the Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that students from Islamic studies background prefer using more strategies to score extrinsic goal orientation than non-Islamic studies students, and conversely, non-Islamic studies students practice metacognitive self-regulation strategies and organization strategies more than Islamic studies students did. Correlation analysis revealed that self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety were positively related to metacognitive self-regulation, help seeking and organization. Regression analyses showed that test anxiety and intrinsic goal orientation appeared as the best predictors of academic performance

Understanding multicultural education from Islamic perspective

This study explored understanding multicultural education from an Islamic perspective, as well as how society is integrated in Islam. One of the main features brought by Prophet Muhammad (PBUH) during his lifetime was the integration of society, as he was the one who constructed a peaceful society in the Islamic Era when Muslims, Arabs, Christians, and Jews coexisted. This study looked also at the benefits and shortcomings of multicultural education. The question is not whether multicultural education should be implemented, but rather what we mean by it and how we would go about implementing such a change inside an educational system