Unveiling Motivations: Why Students Choose to Learn Arabic at a Public University

Anuar Sopian, Mohd Azlan Shah Sharifudin and Fazlinda Hamzah
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Anuar Sopian: Academy of Language Studies, Universiti Teknologi MARA (UiTM), Kampus Alor Gajah 7800 Melaka, Malaysia
Mohd Azlan Shah Sharifudin: Academy of Language Studies, Universiti Teknologi MARA (UiTM), Kampus Alor Gajah 7800 Melaka, Malaysia
Fazlinda Hamzah: Academy of Language Studies, Universiti Teknologi MARA (UiTM), Kampus Alor Gajah 7800 Melaka, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 2834-2847

Abstract: This study investigates the motivation and interest of Universiti Teknologi MARA (UiTM) students in learning Arabic, given the diverse educational backgrounds of the students. Drawing on Causal Attributional Theory (Pintrich & Schunk, 1996), the research explores how prior educational experiences impact students’ motivation and level of interest in Arabic. Using a quantitative approach, data were collected through questionnaires distributed to 175 students from social sciences courses at UiTM Melaka. The survey covered demographic information, interest levels, motivational factors, and perceptions of the Arabic syllabus and teaching methods. Data analysis revealed that while the majority of students (96.2%) expressed a strong interest in learning Arabic, there were significant concerns about their proficiency, with 60% uncertain of their mastery. Key motivational factors included the desire to understand Quranic content (64%) and a supportive learning environment (10.3%). Most students (85.7%) found the syllabus appropriate, and 96.6% emphasised the importance of teaching techniques in language proficiency. The findings suggest that tailored teaching approaches, such as the Student-Centred Learning (SCL) method, and enhancements in co-curricular activities can significantly boost students’ motivation and proficiency. Recommendations include ongoing syllabus updates and diverse teaching strategies to accommodate the varied backgrounds of students. This research underscores the need for a supportive and adaptable learning environment to enhance Arabic language acquisition at UiTM.

Date: 2024
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