SUSTAINING ARABIC LANGUAGE LEARNING STRATEGIES THROUGH EFFECTIVE TEACHING AND MOTIVATION
Keywords:teaching effectiveness, motivational beliefs, self-regulated learning, Arabic language, non-Arab students
Arabic language is a challenging subject yet worth to learn it. As for non-Arab students, it is difficult for them to learn Arabic language without support such as self-determination and effective instruction especially those who are not a native speaker. The study aimed to determine the way to sustain Arabic language learning among secondary school students through motivation and teaching effectiveness. A simple model consisted teaching effectiveness, motivational beliefs and self-regulated learning also shown to explained the result. This study uses quantitative design through survey method. A total of 542 non-Arab students from several secondary schools in Malaysia were selected using stratified random sampling techniques. Students’ Evaluation of Teaching Effectiveness Rating Scale (SETERS) and Motivational Strategies for Learning Questionnaire (MSLQ) through Motivational Beliefs Scale and Self-Regulated Learning Strategies Scale were used as an instruments. A multiple and hierarchical regression was conducted for data analysis. Furthermore, a structural equation model also derived to strengthen the result by showing an indexes fitting the model. The findings showed that teaching effectiveness and motivational beliefs significantly influence self-regulated learning in Arabic language learning. The best predictor for self-regulated learning is the intrinsic value, test anxiety, self-efficacy and teachers’ delivery of subject information. The findings also show how self-regulated learning can improve and empower the Arabic language learning in Malaysia. This study has indicated an important implication for teachers to improvising teaching methods and for students to motivate them-self in order to catalyze self-regulated learning to improve Arabic language performance.