Relationship between the Usage of Language Learning Strategies and the Level of Proficiency in Learning Arabic Ab Initio

Ghani, Kamarulzaman Abdul; Mahfuz, Mohammad Shiham; Saad, Abdul

doi:10.5539/ass.v10n9p262

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…Previous studies also found that more successful ESL/EFL learners tend to make more frequent use of learning strategies overall (e.g., Ghani, Mahfuz, Saad, & Yusoff, 2014;Akbari, 2003, Green & Oxford, 1995Murray, 2010;Wharton, 2000). Some studies also examined the learners' cultural backgrounds.…”

Section: Learning Strategy and Language Proficiencymentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading practice (S/CRP), repeated read-aloud practice (RRAP), cloze test, and simultaneous read-aloud and write-out practice (SRAWOP). The study also examined how EFL college students' motivation to learn English and their choice of EFL learning strategies changed after intensive three-month' instruction using these methods. Thirty-two participants with an elementary level of English proficiency completed a pretest and posttest using the TOEIC Bridge®, Strategy Inventory for Language Learning (SILL) and a motivation survey. Results indicated that the participants' score on the posttests on the TOEIC Bridge® improved significantly, but no change was found in their motivation. As to EFL learning strategy, the study found that the participants used more mental processes but less learning with others strategy after the instruction. The article discusses some possible explanations of the effectiveness of the read-aloud instruction package from cognitive and neuro-linguistic perspectives.

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Section: Learning Strategy and Language Proficiencymentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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“…The learning process is closely related to learning media (Wekke & Lubis, 2016). The appropriate media chosen by the teachers will make the learning process easier, fun, not boring, and not stagnant (Ghani et al, 2014). Media includes a physical tool to convey teaching material or content such as books, films, videos, slides, and others (Albantani & Madkur, 2017).…”

Section: Introductionmentioning

confidence: 99%

Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung

Faruq

Nurcholis

Efendi

et al. 2023

AJAS

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People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.

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“…It is also referred to as a tool to achieve goals of education (Moh. Ulum, Siti Maisuroh, Rafika Milania, 2021), all activities have been neatly and systematically arranged (Ghani, Mahfuz, & Saad, 2014). Therefore, it can be said that the success or failure of a teaching and learning process in an educational institution cannot be separated from the curriculum (Albantani & Madkur, 2017).…”

Section: Introductionmentioning

confidence: 99%

Social Reality-Based Arabic Language Learning in Islamic Senior High School

Nurcholis¹,

Rudisunhaji²,

Timbul³

et al. 2022

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Social reality is an interesting issue in Arabic learning in madrasas because students can connect the subject matter with the phenomenon in the community. The purpose of this study was to analyze the success of MA Sirojut Tholibin Bacem Sutojayan Blitar in implementing social reality-based Arabic learning. It is qualitative research with an exploratory approach and phenomenological analysis. This study used the theory of social reality initiated by Paul Ricoeur (in 1973). The principal of Paul Ricoeur said that human actions in social reality are symbols of language, while these symbols invite certain thoughts and interpretations. The results of this study indicated that MA Sirojut Tholibin had succeeded in implementing social reality-based Arabic learning. The students’ Arabic language competence is increasing through social reality approaches such as learning ethics, juvenile delinquency, and the influence of social media. The learning media used included news articles, newspapers, websites, and scientific articles.

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Relationship between the Usage of Language Learning Strategies and the Level of Proficiency in Learning Arabic Ab Initio

Cited by 5 publications

References 20 publications

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung

Social Reality-Based Arabic Language Learning in Islamic Senior High School

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