The effect of motivation on the problems of learning the Arabic language among students of the Languages Center at the International Islamic University in Malaysia

Abstract

Understanding challenges in language learning is a crucial step towards finding its solutions. Language educators must be cognizant of the hurdles faced by students in learning a language, whether related to instructional methods, learning environments, student issues, or teacher qualifications. Malaysian students particularly, face numerous challenges in learning Arabic language, primarily due to its emphasis on religious practices and mandatory inclusion in government and religious schools. Hence, this study shed light on the challenges encountered by Arabic language's students at the Language Center at the International Islamic University in Malaysia, investigating the significant role of motivation. The researchers adopted the survey research design, utilizing a structured questionnaire distributed to ninety-four students who are taking Arabic language courses. Statistical data analysis was then employed to identify prevalent issues, followed by an examination of the impact of motivation on these challenges. The study revealed that students perceived Arabic as difficult and burdensome, particularly in its syntax and morphology, compounded by its limited use outside educational institutions. The qualification gap among teachers exacerbates the situation. Undoubtedly, student motivation plays a pivotal role in addressing Arabic language learning challenges. The findings contribute valuable insights for educators and policymakers, guiding their efforts in enhancing the Arabic language learning experience in Malaysian educational institutions, particularly at the International Islamic University Malaysia Language Center.