Student-Centered Teaching Approach Combined with Coaching and Mentoring Elements in Arabic Language Speaking Proficiency

Abstract

The acquisition of Arabic speaking skills becomes an important issue in Arabic language learning. So, the National University of Malaysia (UKM) has offered the PPPJ3503 Oral Arabic Language Course as one of the department's elective subjects to undergraduate degree students. The purpose of this study is to evaluate the proficiency of speaking in Arabic and identify improved language-speaking factor among students. This research was a quantitative case study using data from survey instruments and focus group interview. The focus group consisted of 21 study pants. The study questions focus on their speaking competence after attending Oral Arabic Language courses with a student-centered teaching approach combined with coaching and mentoring elements. The findings show that there are self-improvements in Arabic speaking proficiency among students taking the course. The improvements in Arabic speaking proficiency among students were caused by spontaneous activities, video recording assignments, Arabic Linguaphone textbooks, Arabic speaking drill exercises repeatedly, discussions in the lecture room and student's self-esteem. This Oral Arabic course has proven that student-centered teaching approach combined with coaching and mentoring elements is good to be applied in the teaching of spoken Arabic and Arabic in general. This study also identifies ways to improve Arabic speaking proficiency through a student-centered teaching approach combined with coaching and mentoring elements in teaching Arabic speaking skills.

Effective of micro teaching method in arabic language grammar among UniKL MITEC students

“…One of the challenges of getting students to master and become fluent in a language is getting students to do practise combined with coaching and mentoring elements, as stated by Yaacob, M. and Bakar, K.A. (2018).…”

“…Engaging students in practise will increase their understanding and confidence in the Arabic course and prevent them from being bored when they take the course, as noted by Arifin, Z. et al (2021). Coaching is an important element in language learning as noted by Yaacob, M. and Bakar, K.A. (2018).…”

Humor Practises Of Arabic Teachers And Speaking Anxiety

“…This assertion is believed to be consistent with research by Nadwah and Nadhilah (2014) that demonstrates that although students majoring in Arabic at universities will go on to become Arabic teachers after graduation, more than 69 percent of students have only rudimentary proficiency in speaking Arabic. The lack of vocabulary linked to the topics the students want to speak about as well as their anxiety about making mistakes while speaking Arabic are the main causes of the students' inferior speaking abilities (Yaacob & Bakar 2018). In addition, the setting and the environment for learning foreign languages in Malaysia are still quite inadequate (Klein, 1986).…”

The Effects of Language Games on Smartphones in Developing Arabic Speaking Skills among Non-Native Speakers

“…The above scenario applies to the teaching and learning of most second languages including the Arabic language. However, previous studies have also shown that non-native Arabic learners outside the Arab countries are at the disadvantage due to the limited real life encounters of the Arabic environment in the process of teaching and learning (Rohaizaf, 2013;Yaacob & Bakar, 2018). This causes the absence of practical application by learners after leaving the classroom.…”