Differentiated Learning is a method of teaching which has been set and used in education to meet learners' various needs and preferences. This paper investigates the effect of Differentiated learning method (DLM) on students' achievement in writing skills in learning Arabic as a foreign language in Malaysia. A total of 100 students (47 males and 53 females), who were randomly selected, participated in this study. The pre-and post-tests comparison groups design was used to determine if there was significant differences between the experimental and control groups. The experimental group was taught using DLM, while the control group was taught using the teacher-centered method (TCM). Descriptive statistics were used to determine the effect of DLM on students' achievement in writing skills. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=10.14, SD=2.79) and the control group (M=8.20, SD= 2.38); t (3.73), p < .05). The experimental group's achievement was generally more than the control group's which proves that the DLM is an effective approach in improving students' writing achievement in learning Arabic Language as a foreign language in Malaysia.

This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.

Legal translation of contract agreements is a challenge to translators as it involves combining the literary translation with the technical terminological precision. In translating legal contract agreements, a legal translator must utilize the lexical or syntactic precision and, more importantly, the pragmatic awareness of the context. This will guarantee an overall communicative process and avoid inconsistency in legal translation. However, the inability of the translator to meet these two functions in translating the contract item not only affects the contractors’ comprehension of the contract item but also affects the parties’ contractual obligations. In light of this, the purpose of this study was to find out how legal collocations used in contract agreements are translated from Arabic into English by student-translators in terms of (1) purely technical, (2) semi-technical, and (3) everyday vocabulary collocations. For the data collection, a multiple-choice collocation test was used to be answered by 35 EFL Iraqi undergraduate translator-students to decide on the aspects of weaknesses and strengths of their translation, thus decide on the aspects of correction. The findings showed that these students had serious problems in translating legal collocations as they lack the linguistic knowledge and pragmatic awareness needed to achieve the legal meaning and effect. They were also unable to make a difference among the three categories of legal collocations, purely technical, semi-technical, and everyday vocabulary collocations. These students should be exposed to more legal translation practices to obtain the required experience needed for their future career.

Computer-mediated communication (CMC) offers us a chance to understand how social relationships are built and maintained in an environment in which interlocutors not only lack the paralinguistic features that are vital to face-to-face conversation, but are participating in a medium which has had little time to develop rules of conduct. The present study was an attempt to determine politeness accommodation in e-mail messages among Iranian postgraduate students of EFL. One hundred EFL learners, aged 22-26, participated in this study. Four different message types were constructed and sent to the participants, i.e. messages with verbal politeness markers; messages with structural politeness elements (e. g., salutation and closing remarks); messages with both verbal and structural politeness indicators; finally messages with neither verbal nor structural politeness indicators. Further, the messages varied in their degree of politeness; however, their content was the same. Results showed that the participants accommodated significantly to verbal politeness indicators in the body of a message, and to structural politeness indicators of greeting/salutation. When such indicators were included in messages, the participants responded with significantly more polite messages (greeting and body) than when the indicators were absent. The results boost our understanding of CMC with reference to politeness markers, and how they are used by Iranian EFL learners.