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Background and Purpose: Many studies have been conducted on cyberbullying discourse in Malaysia, but religious-based cyberbullying discourse has received comparatively less attention. Malaysia's second place ranking in cyberbullying practices among Asian countries in 2018 is striking, and it is worth highlighting that many public figures in the country have encountered cyberbullying upon deciding to remove their hijab. This paper examines how the first dehijabed Instagram posts by local celebrities, Uqasha Senrose, Emma Maembong and Liyana Jasmay incited religious-based cyberbullying. Methodology: This paper employs a mixed-methods approach. We examined the initial postdehijabbing captions, along with a total of 300 comments on these posts. Through a two-tiered coding and categorization process, we identified 168 religious-based comments containing religious-related terminologies, Arabic expressions, Quranic verses, and Hadith. From this subset, 70 of them exhibit cyberbullying characteristics: Defamation, Defense, Encouragement, Exclusion, Sexual Talk, Insult and Threat/Blackmail. The most prevalent categories, Insult (n=29) and Threat/Blackmail (n=18) were further qualitatively analysed using Laclau and Mouffe's discourse framework and Halliday's transitivity analysis. Findings: The findings reveal that public figures who have removed their hijab have created a hegemonic intervention that challenges Malay Muslim hegemonic practice. Meanwhile, cyberbullies have created a hegemonic closure to counter the hegemonic intervention created by the dehijabed celebrities through the implementation of "Insult" and "Threat". Nevertheless, the effects of the hegemonic closure, which involves the stabilization of myths as objective reality and the rearticulation of the transgressors' identities as the sinners, have reproduced the power imbalance between the dominant group and the antagonists. Contributions: This paper demonstrated that while such practices allow cyberbullies to reinforce their dominance and hegemonic practices by manipulating religion, it is crucial to problematize religiousbased cyberbullying discourse as yet another form of hegemonic intervention that appears to be a natural articulation in contemporary discourse. [ABSTRACT FROM AUTHOR]

Arabic language education is one of the foreign languages that must be learned in most schools in Malaysia. It focuses on four language skills, namely listening, speaking, reading, and writing. Several past studies found that students' Arabic language proficiency in Malaysia has not yet reached a satisfactory level. This is due to the learning atmosphere, students' attitudes, and teachers' teaching methods that have impacted students' motivation to learn. The gamification approach is a new initiative in technology-based Arabic education in Malaysia and based on the past researchers' findings, this approach has been proven to be effective. Therefore, this paper aims to build a framework for the implementation model of using gamification in Arabic teaching in Malaysia. Gamification is one of the methods dealing with the problem of Arabic language mastery based on the secondary sources. Past studies on gamification were about the problem of mastering the Arabic language among students in Malaysia, gamification approaches in the field of Arabic, the level of knowledge and acceptance of gamification among educators, and the factors driving the use of gamification. This paper will contribute to the knowledge of new innovative methods or approaches that are more effective and further give impact on pedagogical approach in teaching and learning Arabic to improve students' understanding, motivation, and performance. [ABSTRACT FROM AUTHOR]

The aim of this study was to contribution of the Tpack model toward teaching creativity among Arabic language instructors in Malaysia. The sample of this study involved 530 Arabic language teachers based on a population of 7,309. A quantitative approach and random sampling were preferred for data collection purposes. Data were analyzed using the Statistical Package for Social Science (SPSS) Vol. 21. While a regression test was conducted to identify the contribution of the Tpack model to Arabic instructors' creativity. The outcomes of this study indicated that four main factors contribute to the creativity of teaching Arabic teachers in Malaysia. To further enhance creativity in teaching Arabic, it can be concluded from this study that Arabic language teachers in Malaysia need to concentrate on the four elements listed above. Because it is the primary driver of the creativity of Arabic language instructors in Malaysia, the emphasis on these four knowledge areas, particularly Pedagogical Knowledge, needs special attention. [ABSTRACT FROM AUTHOR]

As online learning becomes a major development in recent years and escalates due to the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such a learning context. This study explored the undergraduates' levels of self-efficacy and SRL and provides a comparative analysis of these variables while learning Arabic as a Foreign language via online. The data was collected from 77 undergraduates in a public university in Malaysia through an online survey. The findings showed that both self-efficacy and SRL mean scores were high and that there was a statistically strong positive relationship between self-efficacy and SRL. Students appeared to adapt to online learning by managing their time, organising their schedules, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. The findings suggested that it is important and beneficial for language instructors to create interesting and inspiring lesson plans in an online environment so that the undergraduates could experience satisfaction inside and outside of learning, and simultaneously facilitate them for their success in foreign language learning. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic that spreaded around the world in March 2020 has changed the nation's education landscape. Standard Operating Procedures that demand presence at respective residences have made online learning one of the best platforms that replace face-to-face learning in educational institutions across the country. Thus, this study aims to propose an effective online language learning strategy to be a reference for educators and students to master language skills using post-Covid19 educational technology. This research employs quantitative methods cross sectional studies supported by qualitative data. The research instruments is questionnaires. A total of 280 respondents consisting of university students in the Arabic field at Malaysian universities answered the questionnaire. The results showed that the respondents know how to learn through online learning with a mean rate of 4.24 and the respondents agreed that the instructions given during online learning should be clear with a highest mean rate of 4.46. Among the online learning strategies used by students are always sharing opinions during online learning, responding using chat rooms to engage in discussions and making notes to improve understanding. Respondents are also satisfied with online learning platforms such as google meet, Webex and zoom. [ABSTRACT FROM AUTHOR]

Text books are essential in foreign language learning. Students depend mainly on text books as the source of information, enrichment activities, and reinforcement exercises in learning. Hence, preparation of text books of quality is important to ensure students receive the correct language information and are motivated in learning. Teacher teaching activities will also be facilitated with help from quality text books. This study aims at investigating errors in Arabic language text books for the fourth form used in the KSSM curriculum in Malaysia and recommending the appropriate corrections required. In conducting analysis, the error analysis approach recommended by al-Rājiḥī (1995) and Ṭu'aimah (2004) were used. This combined approach introduced by these two scholars recommends four steps in language error analysis, namely, identifying, describing, interpreting, and implementing correction and treatment of errors. Findings of the study show that 70 language errors were detected in the unit studied. The errors were categorised as: 32 (46%) grammar errors, 16 (23%) spelling errors, 14 (20%) morphology errors, and eight (11%) lexical errors. This high number of errors demands that educators be more aware of language aspects in preparing text books, especially text books aimed at language learning. [ABSTRACT FROM AUTHOR]

Grammar, accordingt the view of the scholars of Arabic, is the mother of Arabic language, and it is the key to its secrets. Therefore, humongous works on grammar have been written since classical times in order to correct the tongue of Arabs and non-Arabs, and to serve the Islamic legal texts. This research aims to analyze a major problem in grammar, past and present, by reviewing the narrated texts that we have received in the reasons for the development of grammar science, and the complaints of contemporary Arabic language teachers about the lack of competency of their students in grammar, and comparing the different trends in introducing grammar, and then linking its results to the reality of grammar teaching in Malaysia. The research reached two directions in defining grammar, and each one of them represents the problem facing the society in which that trend appeared. The research stressed the need to develop a new approach to teach grammar in accordance with the problem that Malaysians face in learning the Arabic language. [ABSTRACT FROM AUTHOR]

This study aimed at analyzing the learners' needs and their attitudes in learning Arabic idiomatic expressions based on entertainment in their university education. The study adopted a descriptive and analytical approach through the questionnaire distributed to the study sample as its basic data collection tool. The sample of the study to which the tool was applied was the 100 learners of Arabic who are non-native speakers at the International Islamic University in Malaysia. The study resulted in the following results: there is need to build an entertainment program based on the educational use and development of mobile phones, by including a variety of linguistic activities aimed at training students to practice Arabic idiomatic expressions in writing and orally, and then it can be used as guidance in preparing auxiliary entertainment educational programs in the educational stages, and developing them, based on the foundations and principles of recreational learning as an input and strategy in the development of Arabic idiomatic expressions. [ABSTRACT FROM AUTHOR]

Reading is widely recognised as one of the most fundamental and vital abilities for learning and mastering any language, particularly the second language .Digital media, such as the Malaysian National News Agency (BERNAMA- Arabic website) which is the sole authentic and official source that publishes news in Malaysia, are among the means and strategies that help build reading abilities. The research adopted the descriptive analytical approach by monitoring, explaining, and analyzing the role of Bernama Arabic Site in improving the reading skills . It also used the questionnaire tool to formulate accurate and specific questions .The questionnaire was distributed to a sample of students at the Kulliyyah of Languages and Management in IIUM -Pagoh. According to the results, digital media has an important and influential role in improving reading skills. However, it has several difficulties for Arabic language students, such as less appealing and entertaining media resources, using the proper media and equipment, and having enough internet access. [ABSTRACT FROM AUTHOR]

The research aims to identify the level of Arabic vocabulary for first-year students in the Department of Arabic Language and Literature, International Islamic University, Malaysia, and to discover the strategies that students use in learning vocabulary, and the difficulties in learning them. A test had been conducted to determine their vocabulary level using the Vocabulary Knowledge Scale according to Paribakht and Wesche. The test focused on the students' ability to understand vocabulary in terms of its meaning without looking at the dictionary and their ability to use vocabulary to build a complete sentence. Therefore, the test came with fifteen vocabulary containing nouns and verbs that are commonly used at the university level. In addition, a questionnaire had been distributed to find out the strategies that students use in learning vocabulary and its difficulties. After conducting the study, it is found that the level of Arabic vocabulary among those students is very good. The result of the questionnaire indicates that most of the students learn Arabic vocabulary from the media and only a few of them learn Arabic vocabulary from books and magazines. One of the most difficult things in learning vocabulary for them is to memorize Arabic vocabulary without knowing its meanings, and they found that the lectures conducted in Arabic really help them in knowing Arabic vocabulary. [ABSTRACT FROM AUTHOR]

The learning of Arabic in Malaysia, which was once exclusive for Muslim students, is now gaining popularity among local non-Muslims. Learning Arabic, even at the beginner's level, is not easy for non-Muslim students. The situation is even more challenging during the COVID-19 pandemic which witnessed a total shift to the online teaching and learning mode. The aim of this study is to identify the learning techniques employed by non-Muslim students to learn Arabic speaking skills online. This qualitative study interviewed six non-Muslim undergraduate students from Universiti Malaysia Sabah (UMS) who were taking a level 2 Arabic course. The results of shows that non- Muslim students were able to follow the process of learning speaking skills online, even though they had some difficulties at the beginning due to the lack of basics in Arabic. Their ability to follow the learning process were mainly the result of mastering the basic skills of reading Arabic texts and writing Arabic letters. Equipped with these two skills, the students demonstrated 22 learning techniques which can be divided into three categories according to their intended use, namely Malay-Arabic translation, reading Arabic texts without diacritical marks, and Arabic speech improvement. This study also suggests that fiurther research should be carried out to explore the potential of Asynchronous Multimedia-based Oral Communication (AMOC) in Arabic language learning for beginners. [ABSTRACT FROM AUTHOR]

Vocabulary is very important in language learning. Studies on Arabic language vocabulary mastery in Malaysia show that lack of teaching materials on effective vocabulary learning contributed to problems in teaching vocabulary faced by teachers, including at pre-university level. Hence this study was carried out to identify the need for designing a module for teaching Arabic language vocabulary for pre-university students based on Nation's Four Strands theory. The survey approach was used with a questionnaire distributed for collecting data on the need to develop the module. The sample consisted of 63 pre-university Arabic language teachers, selected by purposive sampling. The research findings show that there was a need for designing the vocabulary teaching module for pre-university students based on the Four Strands theory comprising four elements, namely meaning focused input, meaning focused output, language focused learning and fluency development. [ABSTRACT FROM AUTHOR]

While mobile devices were formerly regarded as a disruptive technology, they are now gradually being accepted as legitimate learning tools in today's classrooms, rather than being perceived as such. As a result, while experts have urged for the use of mobile learning in the classroom, only a tiny and discreet examination of how students utilise mobile apps for educational reasons has been conducted. This research sought to investigate the effectiveness of mobile learning in enhancing Arabic competence among tertiary students in Malaysia. There were 468 starting Arabic language students that took part in this study, representing four different institutions from Peninsular Malaysia, during its course. Using a quasi-experimental design, this study will conduct pre- and post-tests to two groups of participants, each of which will include 25-30 individuals, before and after the study. Instruction and activities for the experimental group were completed via the use of a mobile application, whereas instruction and activities for the control group were completed through the use of the traditional pen and paper method of instruction. An teacher administered a pre- and post-test to the subjects, and the results were recorded. When the treatment group was compared to the control group, the results revealed that the treatment group outperformed the control group significantly. It is demonstrated in this study that mobile applications have a significant influence on increasing student performance in the context of a regular classroom environment. [ABSTRACT FROM AUTHOR]

The issue of mastery of Arabic grammar has long been discussed by researchers as well as academicians. Until now, the problem of students' Arabic grammar mastery in Malaysia has been a grievance of teachers in schools and lecturers in Institutions of Higher Learning. There are two divisions of grammatical aspects that are difficult for students which have been identified, firstly the use of al-kalimat (words) and secondly, the use of at-tarakib (sentence construction). Therefore, this paper aims to discuss the problem of Arabic grammar mastery of students in Malaysia as well as how the role of Monitor Model Theory acts as a solution to address the problem of Arabic grammar mastery based on secondary sources. It also discusses the history of the development of Arabic language, the syllabus of the Arabic language curriculum in religious secondary schools as well as the learning of Arabic grammar in the Kurikulum Standard Sekolah Menengah Syllabus and the Kemahiran Bersepadu Dini Syllabus. This paper will contribute to the knowledge of more effective teaching methods or approaches which in turn have an impact on pedagogy in the teaching of Arabic grammar to improve the students' understanding and reduce their errors in learning Arabic grammar. [ABSTRACT FROM AUTHOR]

Background and Purpose: Efforts to improve the teaching of the Arabic language as a subject have the potential to strengthen the Integrated Dini Curriculum (KBD) in Malaysia. Thus, it is appropriate and necessary to examine the relevance of textbook technical presentation in terms of text readability. Therefore, this study aims to identify the relationship between the technical presentation of the Arabic textbook (al-Lughah al-'Arabiyyah al-Mu'asirah) in the Form Four Integrated Dini Curriculum in Government-Aided Religious Schools (SABK) and the readability of textbooks. Methodology: This study was designed as survey research. 694 respondents Form Four SABK were recruited in this study, selected using a proportionate stratified random sampling method. The questionnaire items were administrated to the respondents after they were tested for validity and reliability. Data were analyzed descriptively and inferentially. This included frequency, percentages, mean, standard deviation, and Pearson correlation tests. Findings: Results showed that the technical presentation of KBD Form Four Arabic textbooks is of a high level. However, the readability of the textbook overall was unsatisfactory. It was also shown that there was a weak significant positive relationship between the textbook technical presentation and the readability of Arabic textbooks for SABK students. Contributions: The findings of this study have implications on textbook writers to improve textbook readability, especially for language learners. The findings also may contribute to the Ministry of education, course designers, as well school administrators to be vigilant before making any decisions on textbooks used for educational purposes. [ABSTRACT FROM AUTHOR]

This study examines the educational implications of Arabic words in the films and personality of the famous Malaysian artist P. Ramlee whose films still being remembered in the memory and conscience of the Malay people in Malaysia. He was a unique artist and had made a great contribution to the dissemination of Arabic words in his films, which to certain extent had affected the spread of the Arabic language in Malaysia considering the people’s imitation of his character. His films sometimes have purely Arabic titles. This study seeks to demonstrate the use of Arabic words in P. Ramlee films, and the explanation of its implications to know the extent of the impact of films on the use of Arabic by Malaysians through the descriptive analytical approach. The study concluded that there are common Arabic vocabularies in Malay that are being used without changing its meaning and pronunciation; there are also words whose pronunciation has changed but its meaning remains, and that the Malays were attracted to Arabic because of his films, his pronunciation, and his performance of words in Arabic compositions in a comic and fun way, in addition to being the language of worship and religion in Malaysia. Many of the words mentioned in P. Ramee’s films are not available in Malay dictionaries. [ABSTRACT FROM AUTHOR]

TPACK (Technological Pedagogical Content Knowledge) is a crucial necessity for instructors and teachers during the teaching and learning process, particularly when using instructional technologies. The goal of this study is to learn more about the TPACK level of knowledge and skill among school trainee teachers in teaching Arabic language and conducting online teaching and assessment during the shutdown of schools in Malaysia due to COVID-19 Movement Restriction Control (MCO). The 32 final year students from the Kulliyyah of Education, International Islamic University Malaysia, were purposefully selected as trainee instructors (IIUM). They were assigned to teach practicum in several secondary schools in Selangor, Malaysia, in order to fulfil the Bachelor of Education degree's graduation requirement. Open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO, platforms used, and further suggestions to strengthen the use of educational technology in implementing online assessment of Arabic learning were used to investigate the teachers' knowledge about three main components of TPACK, which include technology, content, and pedagogy, as well as open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO. The findings and findings are helping to improve the trainee teachers' comprehension of their level of knowledge and skill in technology, pedagogy, and material in teaching Arabic, particularly during online instruction and assessment during the COVID-19 epidemic. The research could also help schools enhance their online learning techniques in preparation for post-COVID 19 schooling. [ABSTRACT FROM AUTHOR]

Efforts to strengthen the Arabic language subject can further strengthen the flow of the Dini Integrated Curriculum (KBD) in Malaysia. The mastery of this subject can be measured based on the readability of students’ text. This study aims to identify the readability of the KBD Form Four Arabic textbook (al-Lughah al-Arabiah al-Muasirah) in Government Aided Religious Schools (SABKs) based on linguistic characteristics. A quantitative survey design was implemented on 694 students in five SABK zones using the proportional strata random sampling technique. The technique has passed the instrument validity and reliability tests. Data were analyzed by text, descriptive, and inferential analyses including frequency, percentage, mean, standard deviation, Kuder Richardson 20 test, and Pearson’s correlation test. The findings of the study of linguistic features show that word form dominates a high level of uniformity in the text for word category and Balagha for sentence category, while the content category is in the moderate level. The readability of the textbook is at a disappointing level. There is a strong significant relationship between verb sentences and long verb sentences with the readability of the KBD Form Four Arabic textbook. The results of the study can also be utilized by authorities to ensure the materials in Arabic textbooks can attract students to continue reading and learning more actively. [ABSTRACT FROM AUTHOR]

The Majallah al-Aḥkām al-‘Adliyyah belongs to the Ottoman Empire has been introduced in Johor, Malaysia during the reign of Sultan Abdul Hamid II (1876-1908). The book was brought to the Johor Government in 1893 during the reign of Johor’s Sultan Abu Bakar (1862-1895) in its Arabic language and it was translated later into Malay language and Jawi script during the reign of Sultan Ibrahim (1895-1959) in 1913. The translation was done by the Mufti of Johor and it is known as the Majalah Ahkam Johor. The book is a legal reference comprises the civil matters of muamalat, for example sale and purchase, rent and hibah, besides of containing court proceedings too. There are previous studies which affirmed that the Majalah Ahkam Johor was rarely used as a reference in court due to the expansion of colonial British in Malaya. The objective of this paper is to discuss and analyse the challenges of the use of the book in Johor and the obstacles in it’s implementation. The methodology of this study is based on qualitative design with historical research approach and document analysis from primary and contemporary data. The findings of this study shows that the use of the Majalah Ahkam Johor at the court level faced obstacles due to the British administration policy of interfering with the state legal and judicial system. Furthermore, the introduction of British law led to the abandonment of the use of Majalah Ahkam Johor as a reference on Islamic matters in Johor. [ABSTRACT FROM AUTHOR]

Language context plays an important role in determining the meaning of a word. To understand its meaning, it is imperative that context be considered. Today, many students have difficulty understanding the meaning of Arabic words as they are unable to understand the context. However, words, phrases or sentences in a text can serve as a guide or clue to understand the meaning of unknown words. This is termed as context clues. This study aims to identify how context clues help students determine the contextual meaning of an Arabic word. Their understanding process is analysed from the critical discourse analysis perspective using a three-dimensional model introduced by Fairclough (1989). This study was conducted using a questionnaire and interviews with twenty undergraduates studying Arabic language from five Malaysian universities. Five Arabic words were selected from five news texts quoted from the Arab news portal al-Ra'i (http://alrai.com/); covering sports, economics, politics, social and technology. The words selected have many meanings, depending on the context of the sentence. Students must determine the meaning contextually by stating the context clues in the text that guided them. The findings show that context clues can help students understand the meaning of Arabic words and enhance their understanding based on its sentence context. [ABSTRACT FROM AUTHOR]

Academic writing is one of the genres of writing which considered complex as it requires high language skills and the appropriate methodology in its production. One of the skills required is paraphrasing skills. However, paraphrasing is not an easy task especially if it involving a third language. Students may make various forms of errors in paraphrasing which need full attention, understanding, and techniques. Therefore, this study aims to identify the forms of mistakes and the weaknesses of students in making Arabic paraphrases, then, proposing method to address it. This study is a qualitative study and using samples taken from students' final coursework in the subject of Arabic for Academic (BAA4022). The corpus of the study involved 50 samples randomly selected among the students of the semester I session 2020/2021, Faculty of Major Language Studies (FPBU) and Faculty of Medicine & Health Sciences (FPSK), Islamic Science University of Malaysia (USIM). This sample was analysed using the content analysis method. The finding shows that the main errors of students in paraphrasing are comes from the semantic aspect due to weakness in understanding the original reference text. In addition, the errors from grammatical aspects, especially in the use of al-idhofah, the use of dhamir and fi'il are consequences of the weakness in mastery of syntax and Arabic morphology. Both of these forms of weaknesses affect the quality of paraphrases made especially in the aspect of semantic completeness. Thus, this study is hoped to provide enlightenment and helps teachers and students in strengthening the quality of writing academic papers in Arabic Language through the use of accurate and correct Arabic paraphrasing techniques. [ABSTRACT FROM AUTHOR]

The dearth of studies that assess linguistic differences in Arabic textbooks is the motivation for the present study, which identified significant differences in the use of linguistic features in textbooks for different secondary school levels. The study analysed 315 samples of 100-word texts, randomly selected from 105 Arabic textbooks used at Islamic secondary schools in Malaysia. Seven linguistic features were analysed using descriptive and inferential analyses through one-way analysis of variance (ANOVA). The analysis showed a moderate use of simple sentences, complex sentences and noun sentences. However, the use of complex sentences was higher than that of simple sentences. There were a high number of common and frequent words used, but the use of abstract words was low. Conjunctions and discourse markers were used at moderate levels. ANOVA analysis showed significant differences in the use of complex sentences, common and frequent words, conjunctions and discourse markers, and sentence length averages. The study also found that long sentences are higher in frequency in Form 3 textbooks compared to those in Forms 4 and 5 textbooks. The current study suggests that the frequency of linguistic features should correspond to students' needs by taking into their school level, Arabic language proficiency and subject content. [ABSTRACT FROM AUTHOR]

Globalisation and the rapid growth of technologies call for ease and automation in different aspects, including in tourism. Tourism is an important sector in Malaysia as it generates income for the country. In recent years, Malaysia has seen a surge in the arrival of high-spending Arab tourists. This reflects the need to provide a tool, specifically a tourism mobile application in the Arabic language, that could help ease their journey in Malaysia. Thus, this study aims to determine the usability of the i-Suyyah mobile application for Arab tourists in Malaysia. The data obtained were analysed using the Fuzzy Delphi method, and twelve experts were selected to analyse the fuzziness consensus. It was found that the i-Suyyah mobile application recorded a high percentage of expert consensus, specifically on its usability. All usability items have reached unity with the threshold value of d 0.2, and the percentage of consensus among the expert group is more than 83%. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Purpose: The role of collocation learning strategies is less of a concern as mediator. Although several correlation studies of bivariate factors have provided the relationship between the variables, many cannot answer the question of how the relationship exists. Also, a lot of studies have taken into account the variables of collocation learning strategies as mediator factors and have not illustrated clearly the relationship between independent variables (motivation) and dependent variables (collocation knowledge). As such, the aim of the present study is to identify the knowledge of Arabic collocation by taking several factors, namely; motivation and collocation learning strategies that have the potential to increase the knowledge of Arabic collocation in Malaysia. Methodology: In this study, a cross-sectional design was applied. Simple random sampling was used, where a total of 344 final year Arabic language students from eight public universities in Malaysia took part in the study by completing a set of tests and questionnaires. The data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. Findings: The findings show there is a direct and indirect relationship between motivation variable, collocation learning strategies and collocation knowledge. In addition, the learning strategies factor also serves as a partial mediator. Contributions: This study suggests that collocation learning strategies play a role in the relationship between motivation and collocation knowledge in the context of Arabic language at higher education level in Malaysia. [ABSTRACT FROM AUTHOR]

The research seeks to establish a view on the construction of the Arabic present tense specifically the afʽāl khamsah which are connected to light or heavy nun either in the form of mu'rab or mabnī . The aim of this research is to ease the learning of Arabic language to non -arabic students in particular at the beginning of their 1st year of secondary schools in Malaysia. It aims also to avoid the feeling of astonishment from the difficult aspect of the language. I have a great evidence that the present tense of the five verbs is also constructed (mabni) and not as Ibnu Malik and those who came after him said that it is (muʽrab). The research will adopt the descriptive and analytical method to prove the opinion that we will choose. The research is expected to arrive at a positive conclusion that the present tense of the five verbs associated with the emphasis (nun) is also based on the evidence to be clear in this research. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the questions of the Arabic language examinations of Sijil Tinggi Agama Malaysia (STAM) for three years from 2013 to 2015 in the light of Bloom's Taxonomy levels. In this study, the researchers relied on the analytical descriptive approach. The number of exam questions for grammar and morphology in Malaysia's STAM certificate was 222. The study found that the questions on the level of understanding came first in the exam questions for grammar and morphology, with 93 questions or 42% of the total. While the level of remembering came in second place with 62 recurrences or 28%, followed by the questions on the level of analysis, with a frequency of 34 questions or 16%. The level of application came last, with 33 recurrences or 14% of the total. The two levels of evaluation and creativity were not showing any frequency. [ABSTRACT FROM AUTHOR]

The relationship between language and religion is complex and past studies have shown the importance of language and religion. In Islam, the most fundamental religious text that Muslims refer to is the Qur'an. Appreciating and understanding the Qur'an are fundamental for the believers of Islam to understand their religion. The Qur'an was revealed in the Arabic language. Hence, the aim of the study was two-pronged. One was to understand the importance of possessing knowledge of Arabic among non-native speakers of Arabic to understand the Qur'an and the other was to identify how non-native speakers of Arabic use the knowledge of Arabic to understand the Qur'an. The study employed exploratory design. A semi-structured interview method was used to collect data from five non-native speakers of Arabic. The collected interview data were analysed through thematic analysis. Results revealed that there was a need to have knowledge in Arabic to understand the Qur'an. Findings also showed that that non-native speakers of Arabic comprehend the Qur'an in three ways. One was using the translation approach; another was the lexical approach and the final one was using the linguistics approach. Thus, this has pedagogical implication. The teaching and learning to comprehend the Qur'an can be conducted in Arabic for specific purposes classes. The focus is on the Classical Arabic which encompasses the three approaches. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Jordan Academy for Arabic is the property of Jordan Academy for Arabic and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language anxiety is one of the feelings associated with human psychology. These feelings arise in response to a situation or an unintended consequence. Usually language anxiety experienced by students when learning foreign languages which affects their language learning performance. Although anxiety should exist within each individual, it must be controlled so that its existence does not harm the student himself.Therefore, the aims of this study were to determine the level of spiritual practices and the level of language anxiety. Also to identify the correlation of spiritual practices with language anxiety in Arabic language learning classes. This quantitative survey was conducted using the spiritual practices questionnaire and Foreign Language Classroom Anxiety Scale. There were 399 respondens involved who are currently studying at Islamic Secondary School in Malaysia. Descriptive and inference analysis were used to analyse the data and obtain the result. The findings indicated that the respondents' spiritual practices are at a high level but the language anxiety level was moderate. In addition, there is a significant negative correlation between the students' spiritual practices with their language anxiety levels (r= -0.273, p=0.00). Therefore, this study proves that spiritual practice can addressing language anxiety issues experienced by students in schools and at the same time to provide added value to the existing body of knowledge. [ABSTRACT FROM AUTHOR]

This study aims to discover the contribution of Arabic corpus in language studies, and to explain it’s role in learning and teaching Arabic language. This study analyses two Malaysian corpora which are Arabic Textbooks Corpus and Arabic Corpus of International Islamic University Malaysia. The first corpus is on Arabic textbooks used in Malaysian secondary schools by the first until the fifth years of the secondary schools. The second corpus contains academic texts for example from theses, conference papers and journal articles. The result of this study shows the word list and concordance for both corpuses. This study proves that the corpus is important to develop the language among learners, teachers, writers of textbooks, exercise books and dictionaries. The word list is regarded as the basic reference in language study as well as in learning and teaching of language. [ABSTRACT FROM AUTHOR]

Students often experience language anxiety when learning foreign languages, which affects their language learning process. Since Arabic language is categorized as a foreign language in Malaysia, language anxiety is also felt by Arabic language students in schools all over Malaysia. This study aims to identify the level of language anxiety of school students and its correlation with their achievement in Arabic language. This quantitative survey was conducted using a questionnaire adapted from Foreign Language Classroom Anxiety Scale to determine the students' language anxiety level. The respondents are made up of 420 students who are currently studying in Islamic Secondary School in Malaysia. Descriptive and inference analysis were used to analyse the data and obtain the result. The findings indicated that the language anxiety level of the students was moderate. In addition, there is a significant negative correlation between the students' language anxiety levels with their achievement in Arabic language (r = -0.439, p = 0.00). From the findings, it can be concluded that there is a relationship between language anxiety level and achievement in Arabic language. The findings implicate that some pedagogical strategies need to be implemented to minimize language anxiety level and to improve students' achievement in the language at the same time. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Jordan Academy for Arabic is the property of Jordan Academy for Arabic and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to identify the effect of using summarization strategy to improve speaking skills among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from a Language Centre in Malaysia have been selected to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the summarization strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through summarization strategy in the speaking test. [ABSTRACT FROM AUTHOR]

Sanskrit and Arabic are the first and second largest donor languages to the Malay language respectively. From a vocabulary survey of 30 Malay words of Arabic and Sanskrit origins, this study examined the utility of a comparing Malay loanwords and their Nepali equivalent in teaching Malay to Nepali speakers. The participants were 25 Nepali speakers working in Kuala Lumpur. They averaged 23.16 correct answers and learned 11.32 new vocabulary items. At a 5% confidence level, a significant difference was found between the participants' scores before and after the presentation of the equivalent Nepali words (p = 0.000). This study concluded that presenting Arabic and Sanskrit loanwords in Malay and their related Nepali equivalent could assist Nepali speakers in learning Malay. [ABSTRACT FROM AUTHOR]

Introduction: effective communication in a clinical environment plays a vital role in patient assessment and treatment. The aim of this study was to understand the experiences of Malaysian medical students concerning communication barriers during clinical practice. The goal was to provide answers for three important research questions, i.e., 1) Are communication barriers an impediment to Malaysian students during clinical teaching? 2) What is the nature of the language barriers that the students encounter? and 3) What are the best ways of reducing these barriers during clinical teaching?. Methods: The qualitative method was used to conduct the research, and open-ended questionnaires were used to collect the data. The study was conducted on 95 fourth-, fifth-, and sixth-year students, 80% of whom completed the study. Results: Medical students from Malaysia who have limited knowledge of the Arabic language experience some difficulties in communicating with staff members, patients, and nurses during their clinical practices. Conclusion: Successful orientation of students to the language used in the clinical environment will help the students overcome the communication barriers they encounter during their clinical practices. [ABSTRACT FROM AUTHOR]

Arabic vocabulary learning is in dire need for additional teaching and learning aids, especially with the integration of advanced multimedia application such as digital or online games. This article reports on the findings of a study on the implementation of an online Arabic vocabulary learning games prototype among teenage learners in the Centre for Foundation Studies (CFS), International Islamic University Malaysia (IIUM). The evaluation on the usability, practicality and effectiveness of the game's prototype was conducted by various experts of Instructional Designers and Subject Matter Expert, and the different users among learners and lecturers. The formative evaluation is divided into three main phases: pre-formative evaluation, formative evaluation one and formative evaluation two. Findings from the evaluation process show that the online game enhances learner's perceived perception, concentration, immersion and knowledge improvement. Positive reports are also gathered from qualitative data from the implementation of open-ended surveys, interview sessions, think-aloud methods, class observations, and testimonials. This study has indicated usability, practicality and effectiveness of online games in its application in Arabic language learning among elementary learners with suggestions and comments for further improvement of the game's prototype. The study indicates that students personally feel that they are able to learn Arabic vocabulary through this online game's application and this data will provide directions for further research. [ABSTRACT FROM AUTHOR]

This study aims to examine how secondary school students overcome the shortage of lexicals when communicating in Arabic. The study also investigates the most frequent communication strategies used by the students as an effort to ensure that the messages are conveyed to the listener. The study is qualitative in nature, where data is collected through semi-structured interviews in Arabic with six (n=6) Form 6 students from one of the secondary religious schools in Selangor, Malaysia. Data from the interview sessions were recorded, transcribed and analysed using Tarone's (1983) taxonomy, which was conceptually rearranged by Faerch and Kasper (1983b; 1984) and Bialystok (1990) to identify the communication strategies used when dealing with the lack of lexical during oral communication. The results of the study show that the respondents have extensively used achievement strategies rather than avoidance strategies. Thus, the use of communication strategies as a systematic technique for conveying messages can assist students in improving their communication in the target language which is Arabic although they have limited linguistic competence. [ABSTRACT FROM AUTHOR]

Teaching of Arabic in Islamic religious schools in Malaysia starts since form one. The subject is divided into four skills. Writing skill is viewed as an important skill for students to master in order to answer exam questions. The current issue regarding students and their writing abilities are their inability to construct sentences properly. Hence, the purpose of this study is to investigate students' capability in building/constructing sentences through word arrangement, sentence extension and essay writing. To obtain the data, a set of questionnaires consisting of three parts were distributed to 200 secondary school leavers who are pursuing their studies at Islamic Science University of Malaysia. The result of this study shows that the students' level of capability in word arrangement is good. Their sentence constructions are generally acceptable. However, students are weak in essay writing. [ABSTRACT FROM AUTHOR]

The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective course offered to first degree students. The objective of this study is to evaluate the use of learning materials in the context of learning oral Arabic at UiTM. It is a mixed method of quantitative and qualitative study using questionnaires, interviews and classroom observations. For quantitative data, stratified random sampling technique was used involving 455 students and 48 course lecturers while for qualitative data, 13 interviews with students, 8 interviews with subject lecturers and 12 classroom observations were engaged. The study found that the textbooks were the only learning material that had been highly used compared to other materials, showing that learning was primarily based on the textbooks. This study suggests some improvements in the use of learning materials such as to use authentic materials through computer and Internet. The textbooks have to be used as a guide and not as a final objective of learning. The use of learning materials has to support students' interest, their needs and motivation. They also have to be given freedom to select materials according to their needs and interest. [ABSTRACT FROM AUTHOR]

This paper reports a study on the perceptions of learning via online games among Arabic elementary language learners at the Centre for Foundation Studies (CFS), International Islamic University Malaysia (IIUM). The survey was a part of a front-end analysis for the design and development of an online Arabic vocabulary games prototype. It elicited learners' attitude towards Arabic language learning, their attitude towards playing ordinary video games and perceptions of utilizing online games in Arabic language learning. The descriptive quantitative and open-ended survey was distributed among 113 out of 133 learners, taking Arabic language course in an academic semester. The results showed positive level of pre-acceptance among learners' support and value-addedness of online games were also pronounced in the suggestions put forward by the participants. Based on the findings, the initial design principles were established to guide the development of the online game prototype. The paper further explains how the front end analysis aided the design and development of the online games prototype and ascertained it as a viable application in learning Arabic. [ABSTRACT FROM AUTHOR]

Speaking is one of the important components in any language curriculum. It is an aspect that determines success in second and foreign language teaching and learning processes and as a benchmark for mastering any language. This is an exploratory research aims at identifying the techniques which teachers normally used in teaching the spoken Arabic language in National Religious Secondary Schools (NRSS) in Malaysia based on their own perceptions and also their students' perceptions. In addition, it also aims to discover whether the techniques support the communicative approach which is the central focus in Arabic Language Curriculum (ALC) in Malaysia. Two sets of questionnaires were used as the instruments in this study which comprised 73 NRSS teachers who implemented ALC and 1371 students from 16 NRSS based on four zones. The findings illustrate that teachers exert more technical instructions which required short and direct responses such as question and answer, and listen and repeat techniques whereas the techniques less executed by teachers are replacement, conversion, ripple and expansion techniques. It also includes exercises which necessitate students to simply recognize whether a statement is true or false, advanced exercises, and also getting students to perform roleplays and compose couplet essays. The techniques that used short and direct responses by the teachers limit students' opportunities to communicate. This is because having the opportunities is one of the important aspects for the learners in using the language for communication. This findings show that the teaching of Arabic language in Malaysia do not support communicative approach in ALC. [ABSTRACT FROM AUTHOR]

Among the factors associated with students' low proficiency in Arabic is the readibility level of Arabic textbooks, that is the levels of difficulty and suitability do not match students' language ability. As research on the readability of Arabic reading materials in Malaysia is scarce, this study attempts to explore and evaluate the readability of textbooks on Arabic as a foreign language. Thus, the purpose of this study is to measure the readability level of the Bahasa Arab Tinggi Tingkatan Empat (BATTE) textbook used by Sekolah Menengah Kebangsaan Agama (SMKA) students through a cloze test; and to identify the differences of the test scores in relation to students' gender, the reading texts tested and the students' achievement in the Bahasa Arab Komunikasi (BAK) subject in the Penilaian Menengah Rendah (PMR) examination. To achieve these objectives, a survey test was carried out on 390 form four students from a population of 5442 of all SMKA students throughout Malaysia. The test results showed that the average score for the BATTE textbooks is 49%, defined as frustration level, which indicated that the textbook is not suitable for the purpose of teaching and learning, and independent reading. Meanwhile, there is no difference in the test scores in relation to the students' gender, reading texts tested and students' achievement in the BAK subject in the PMR examination. The test showed that the readability level of the BATTE textbook is not suitable to be used as a learning material for the target group. This unsuitability involves all the independent variables tested; gender, reading texts and students' achievement in the PMR. Hence, the regulatory parties should take into account the readability level of a text before it is made as a learning material, to ensure that it is appropriate to students' language ability. [ABSTRACT FROM AUTHOR]

This study examined Arabic learners' motivation towards learning Arabic at the Academy of Islamic Studies, Nilam Puri, University Malaya. A total of 265 first and second year students, comprising of 99 males and 166 females, were randomly selected. A Principal Component Analysis (PCA) was performed to categorize the questionnaire into latent factors. The analysis yielded six interpretable factors with eigenvalues greater than one, which accounted for 55. I% of proportion variance in Students' Motivation of Language Learning scores (SMLA). Regression analysis examined the direction, weight, and predictive ability for each predictor extracted from the PCA. The overall model was statistically significant, [F (7, 229) = 20.10, MSE 31.02, p=. 001 ], and the set of the predicturs accounted for 56% of the total variance explained by the model. Religious motivation, introjected regulation, and external regulation were found to be significantly correlated with intrinsic motivation. Furthermore, demotivation, motivation, gender, and age were found to be statistically insignificant. In conclusion, the study found that religious motivation was the main determinant in learning Arabic, although other factors such as introjected regulation and external regulation were also found to be significant factors. [ABSTRACT FROM AUTHOR]

The purpose of this research is to identify the relationship between the motivation and the achievement of the Arabic listening skill. While the detailed purposes are to identify the level of achievement in the Arabic listening skill; the level of motivation among students toward Arabic listening skills; the relationship between the motivation and achievement; and the motivation differences in the listening skill learning among various groups of students who have difference levels of achievements in the Arabic listening skill. This research design uses the cross sectional and it is carried out at the state religious secondary school in Malaysia. This research uses two instruments namely; questionnaires and Arabic listening skill test. The research discovers four major findings: the students' motivation levels towards the Arabic listening skill are at the high level; the level of achievements in the Arabic listening skill are at the moderate level; there is a significant difference between the motivation of the Arabic listening skill learning and achievement; and there is a significant difference between three groups. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educators & Education / Jurnal Pendidik dan Pendidikan is the property of Universiti Sains Malaysia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language teaching and learning has undergone great changes over time. Learners are functional in their actions when learning languages. Learners have their aims and goals when learning a language. At the same time, learners want to spend less time to master a language effectively. This paper shares the Malaysian experience in establishing strong academic foundation among students in primary, secondary and even tertiary education. The sociolinguistics experience in Malaysia sees tremendous success in using Malay language as the medium of communication in schools at all level. Mastering the variety of language used in the specific area will be useful for the students in their practice later. The variety of language referred is Register. Over two decades Bahasa Melayu proved to be able to perform well in its functions locally and internationally in various fields at all levels. Unfortunately, Arabic has no similar experience as Malay Language in promoting register as a tool in teaching and learning language, yet, due to its capability as the language of Quran it manages to accommodate with the language developments. Thus, this paper attempts to reveal Malay language capability in adopting the concept of register as an effective tool in teaching language and learning. Research sees the same effect in registers of Arabic too. [ABSTRACT FROM AUTHOR]