No abstract

The language acquisition is one of the most important criteria that contribute to the measurement of language proficiency for students and the objectives of teaching of Arabic in Malaysia are currently based on the Standard Arabic Curriculum, which focuses on mastery of the four language skills. However, the inability to master the four language skills is still very significant. This occurs due to the fact that students only learn Arabic to pass the exam and that learning strategies applied to the students are less interactive and effective which led to demotivate the student to continue the learning process. Therefore, the primary purpose of this study is to examine the impact of mobile learning towards motivation in learning Arabic language proficiency. The research focuses on analysing the participants' motivation regarding the education of Arabic language in particular, via mobile learning. The attention, relevance, confidence, and satisfaction (ARCS) model shaped the comprehension of the effect of education through mobile app towards the motivation of the respondents. A total of 273 participants in Malaysians Higher Institutions used mobile learning for Arabic language proficiency during teaching and learning process. After this, they will complete the motivation questionnaire. The results showed that attention, relevance, satisfaction, and confidence motivational factors had a significant impact on student's motivation to learn Arabic through mobile app. Hence, this study contributes to the significant empirical results on the effectiveness of the integration of ARCS model in mobile app for learning Arabic language.

Present studies have advocated the role of digital games in significantly enhance students' learning. In this regard, this paper examines the needs of digital mobile games in the development of Arabic language learning application. The data were collected using a need analysis questionnaire administrated to 123 students enrolled in elementary Arabic language courses in three universities,

The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.

Many universities have introduced Arabic language for specific purpose courses in order to help learners master the terminologies and language patterns used in specific fields. This paper reviews the rising popularity of learning Arabic for specific purposes among Malaysian students in light of a more contemporary needs than decades ago when the Arabic language is learnt mainly for religious purposes. The qualitative approach has been adopted in conducting this literature review. This review provides inputs to help create a module for teaching Arabic for specific purposes. This study has a significant contribution to the field of Arabic teaching in Malaysia as it informs practitioners and researchers on how to improve the effectiveness of Arabic for specific purpose courses to help students gain academic and career advantages in the long run.