Student’s Satisfaction About the Arabic Language Learning Syllabus at Uitm Johor

Abd Rahman bin Jamaan
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Abd Rahman bin Jamaan: Academy of Language Studies, University Technology MARA, 85000 Segamat, Johor, MALAYSIA

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 1925-1936

Abstract: This research aims to establish the level of satisfaction among the students in the UiTM Johor towards the syllabus of Arabic language learning with regards to syllabus content, teaching strategies and assessment tools. The research will focus on determining the factors that influence students’ perceptions and possible suggestions on how the syllabus can be improved. In the quantitative data collection, we administered structured questionnaires to 300 students, and 20 were selected for further qualitative interviews. Studying the current syllabus, the findings indicate that most of the students are content with the syllabus design as they embrace the fact that it is well structured and in tune with the set academic goals. Nonetheless, various issues pertain to the realism of languages and the absence of real-life interaction within the course structure. More specifically, many students mentioned their need for practicing real life conversation and cultural immersion, as well as for using additional facilities and technologies such as computers and language laboratories. Furthermore, as regarded the fairness of the assessment methods, some concerns were identified on the overemphasis on. Rate learning instead of understanding the practical usage. The findings offer recommendations for enhancing learning, including the need for involving students in practical and experimental ways, employing various methods in the teaching process to captivate students’ attention, and offering materials that promote language immersion. Implementing these areas could improve students’ language skills and their satisfaction with the Arabic language curriculum. The study warrants more frequent assessment of the curriculum and modifying the delivery methods to suit the dynamic learner needs. There is a strong need to conduct further research to establish whether the proposed change would have any positive or negative effects on language competency and academic performance after some time.

Date: 2024
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