Students’ Motivation and Attitude towards the Learning of Arabic Language: A Case Study of Arabic Students in Nigerian Universities (original) (raw)
Related papers
Journal of Education and Learning (EduLearn), 2014
According to [1], motivation is one of the main determinants of second language (L2) or foreign language performance. Research in the field of attitudes and motivation has increasingly investigated the nature and role of motivation in L2 learning process, and many are inspired by Canadian psychologists, Robert Gardner and Wallace Lambert [1]. However, in Malaysia, there has been only a meagre number of researches that investigate teachers' perceptions on attitudes and motivation of students from religious school background. It is of great significance to explore the attitudes and motivation of these groups of students because the students appeared to be weak in the English language and they also held negative perceptions toward the language [2, 3]. The present study is needed to attain authentic information about possible connections between teachers' personal experiences, their perspectives and their practices regarding teaching and learning of students from the aforementioned background. This qualitative research study contains in-depth teacher interviews that document their personal perceptions, ways of dealing with students in the specified setting, and their suggestions on improving the attitudes and motivation of learning English for students from religious school background. Findings are presented according to the research questions intended for the study and several conclusions were drawn from the data.
University Students' Motivation in Learning Arabic and English as Foreign Languages in Aceh
Langkawi: Journal of The Association for Arabic and English, 2020
This study explored the motivational types of English and Arabic language major students at one of the state Islamic universities in Banda Aceh, Indonesia. A questionnaire was given to 30 English and 30 Arabic major students to measure the level and type of students' learning motivation. A five-point Likert scale was used in the questionnaire, and the data were analyzed quantitatively using SPSS software. The results revealed that the English major students had a high integrative motivation in choosing English as their major compared to instrumental motivation (M=3.15˂M=4.19). Similarly, the Arabic major students dominantly had integrative motivation in learning Arabic compared to instrumental motivation (M=3.09˂M=4.29). The results further showed that integrative motivation could bring positive learning outcomes to the students because their goal of learning was to be accepted, and or be part of the language community they were learning. To conclude, English major students were...
Research Paper, 2023
This study aimed to provide insight into the expatriate students' motivations and attitudes toward Arabic Language learning at a private university in Dubai. This is a qualitative case study that utilized a crosssectional descriptive approach and is underpinned by Gardner and Lambert's Socio-Educational Model of Second Language Motivation, wherein the motivational orientation is bifurcated into instrumental and integrative orientations. The study sample consisted of 24 undergraduate students enrolled in Arabic language courses. As there is a drastic lack of motivation literature in the field of Arabic Language Learning and adult learning within the context of higher education in the emirate of Dubai, UAE, this research strives to become a substantial addition to this under-researched topic and unique context. This study highlights the motivations of expatriate students by providing a rich description of the learners' profile and contributes to research on motivation as it concerns the learning of languages other than English (LOTE) and ultimately aims to contribute to social change (transformation) by encouraging an interest in researching the teaching and learning of Arabic in Dubai context. The study revealed that integrative motivations appear to be more pervasive than instrumental ones. This means that universities need to promote the importance of learning Arabic through authentic teaching, immersive experiences, cultural activities, and events, instead of the instrumental 'end goal' of the degree program. Research limitations arise from the limited sample size, focus on the learner's vantage point, and the use of one instrument to collect data (a questionnaire).
Theory and Practice in Language Studies, 2023
Integrativeness, or the desire a second-language (L2) learner to integrate into their target L2 community, has been shown to be a strong motivation toward L2 learning. Aspects of identity, such as desire to learn a liturgical language (LL) associated with the L2 learner's religion, or the level of ability for the L2 learner to develop a clear vision of their future L2 self, have also been shown to be strong L2 motivators. Arabic is the LL of Islam, and it is also the heritage language (HL) of the Kingdom of Saudi Arabia (KSA). Although levels of integrativeness will likely greatly impact L2 learning progress among learners at these ALIs, currently, an instrument does not exist for accurately measuring integrativeness into the target L2 community in KSA. The objective of this study was to develop a new instrument to measure Saudi integrativeness in L2 Arabic learners from KSA ALIs Diploma Programs. A total of 66 learners in three of the ALIs Diploma Programs completed the instrument. Twenty-three items were reduced to 16 through factor analysis, which revealed the following subscales: intellectual integrativeness, social integrativeness, remote admiration, and anti-integrativeness. While most of the sample was Muslim and displayed high levels of social and intellectual integrativeness and were interested in learning about cultural topics, they also placed priority on the quality of the classroom environment. The ALI classroom environment could be negatively impacted by a predominance of learners with anti-integrative attitudes, who are also less likely to be motivated and succeed at the individual level.
IOSR Journal of Humanities and Social Science, 2013
The purpose of this study was to investigate the relationship between the attitude of students studying Arabic language as a second language and their achievement in the Lower Secondary Examination (PMR). The research also investigated which component of attitude; cognitive, affective and behaviour, gives most impact on achievement in PMR examination. The study was conducted in SMKA Maahad Hamidiah Kajang, Selangor, Malaysia. The instrument used was a questionnaire with 34 items. It was distributed to 132 Form Four students. The study employed descriptive and inferential statistics in the data analysis. The study revealed that the cognitive and affective components of attitude were found to be significantly correlated with achievement. However, the result also showed that there was no relation between the behaviour component and achievement. In addition, the cognitive component of attitude was found to contribute significantly to achievement in Arabic. Thus, the finding of this study suggests that attitude is crucial in determining achievement in Arabic language. Therefore, teachers should encourage positive attitude towards learning Arabic among students in order to improve their achievement in the subject.
An investigation of Arab students' motivation for learning English
2019
This study investigated what factors motivate L1 Arab learners of English at the University of Huddersfield, whether Arab students‘ motivation changes during their university course, and, if there is any change, how it influences students‘ second language proficiency level. In particular, this study aimed to examine the relationship between students‘ level of motivation and their proficiency level in English. In order to investigate these factors, I adopted the mixed method represented by the quantitative and qualitative research techniques which have been applied sequentially at two points (1) at the start of their English language course (2) and at the end of the course. The data were collected from Arab students enrolled on the ESUS Course, English Skills for University Study, at the International Study Centre at University of Huddersfield (N=42). The findings showed that of the multiple factors which motivate L1 Arab students to learn English, the first among them are an interes...
L2 Motivations For Learning English as Foreign Language of Sudanese Students
International Journal of Linguistics and Translation Studies, 2021
Motivation is essential in learning a foreign language. Understanding how learners learn and what motivates and demotivate them will help the teachers, policy makers and curriculum planners .The study investigated the various reasons/motivations of the Sudanese Learners of English language based on Dorney soci-educational model& Garder’s of Second Language(L2) Self System. The main question the paper tried to answer was what types of motivations of Sudanese L2 learners have? . A sample of 35 students were asked their opinions on what motives them in studying English by means of a questionnaire. The result of the study showed that the majority of the participants (95%) had an extrinsic motivations i.e external factors for studying language, namely instrumentally-promotion and parental encourage and family influence .Also, Ideal L2 had significant role in Sudanese learners, as 85% of the learners responded to the questionnaire items that assessed this factor. The study also sh...
The current study aimed at investigating the two most important social psychological variables: The motivation and attitude towards learning English. A random sample of 145 BA and MA students majoring English at Islamic Azad University, Rasht, Iran was surveyed using the Attitude/ Motivation Test Battery. The eight domains used to achieve the aim of the study were: (1) interest in foreign languages (2) parental encouragement (3) motivational intensity (4) degree of integrativeness (5) degree of instrumentality (6) attitudes towards learning English (7) attitudes toward English-speaking people and (8) desire to learn English. The findings showed that there is a relationship between motivation, attitude, and language learning. In addition, the findings indicated that there is not any difference between male and female and also undergraduate and postgraduate students' motivation and attitude toward learning English at Islamic Azad University of Rasht. Finally, the study reported some pedagogical implications that would help tap the students' motivation and attitude.
International Journal of English Language & Translation Studies , 2018
Learning a second language is of paramount importance as it equips one with the ability to communicate with people of other cultures. There are some factors that affect the success of learning a new language. The most omnipresent of all are students " attitudes and motivation. L2 learners " motivation helps them move forward and make progress and is deemed to be the key to successful language learning. Motivation for learning a language can have a variety of natures, the most important of which being " instrumental " and " integrative ". Some students strive to learn a language for practical purposes such as entering college or meeting some requirements (i.e. instrumental) whereas others have an affinity for a particular language or for identifying with its native speakers (integrative). This study encompassed Iranian postgraduate students who were studying in Universiti Kebangsaan, Malaysia (UKM), doing either their master " s or PhD in a variety of majors. The objective was to shed light on their attitudes towards learning English, the second language studied there, and the comparative nature of their motivation, in terms of being instrumentally or integratively oriented. Using a number of instruments, it came to light that those students had highly positive attitudes towards learning English. Moreover, results showed that they had high levels of both integrative and instrumental motivations although the instrumental motivation outweighed the other type. Stated differently, the majority of students were interested in learning English mainly to get a better job or to pursue their studies at a higher degree.