Students’ Perceptions of Learning Arabic Grammar Through the ‘Tanwir Lughah’ Program at Universiti Teknologi MARA (Shah Alam)

This study examines students’ perceptions of learning Arabic grammar through the Tanwir Lughah Language Enhancement Program at Universiti Teknologi MARA (Shah Alam). It addresses issues related to students’ weak mastery of Arabic grammar and their level of participation in the program, which is considered suboptimal. A descriptive quantitative research design was employed, with a questionnaire as the primary instrument. The sample comprised 50 Arabic language students from Semester One to Semester Five who attended and participated in the program. Findings indicate that students hold positive perceptions toward learning Arabic grammar through the program. This study is significant as it provides valuable insights for Arabic language educators and program coordinators regarding the effectiveness of the Tanwir Lughah program in enhancing students’ grammar mastery. The results can also inform the improvement of grammar modules and teaching strategies in the future, thereby supporting the development of stronger Arabic language skills among students.

Students’ Perceptions, Language Enhancement Program

1. Abdelhamid, I. Y., Yusop, J. S. H. M., Yusof, M. A. M., Hassan, L., Haridy, E. A., & Yahaya, H. (2025). A proposed curriculum for teaching Arabic as a third language based on the Common European Framework of Reference (CEFR) at MARA University of Technology. Ijaz Arabi: Journal of Arabic Learning, 8(2). https://doi.org/10.18860/ijazarabi.v8i2.32214 [Google Scholar] [Crossref]

2. Abdelhamid, I. Y., Yahaya, H., & Shaharuddin, H. N. (2023). Assessing the Impact of Gamification on Academic Achievement and Student Perceptions of Learning Arabic Grammar: A QuasiExperimental Study. International Journal of Academic Research in Business and Social Sciences, 13(5), 760 – 773. [Google Scholar] [Crossref]

3. Al-Jarf, R. (2021). Mobile apps in the learning of Arabic grammar. International Journal of Emerging Technologies in Learning, 16(10), 124–138. https://doi.org/10.3991/ijet.v16i10.19679 [Google Scholar] [Crossref]

4. Al-Jarrah, H., Talafhah, R., & Al-Jarrah, M. (2019). The impact of educational games on improving Arabic grammar achievement among language learners. International Journal of Instruction, 12(1), 85–100. https://doi.org/10.29333/iji.2019.1216a [Google Scholar] [Crossref]

5. Apuke, S. I. (2017). Quantitative research methods: A synopsis approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), 40–47. https://doi.org/10.12816/0040336 [Google Scholar] [Crossref]

6. Azmi, N. A., Ahmad, S. Z. S., & Mahadi, T. S. T. (2021). 21st century learning strategies in Arabic language education: Communication, collaboration, creativity and critical thinking. International Journal of Academic Research in Business and Social Sciences, 11(6), 1234–1245. https://doi.org/10.6007/IJARBSS/v11-i6/10247 [Google Scholar] [Crossref]

7. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, UK: Routledge. https://doi.org/10.4324/9780203029053 [Google Scholar] [Crossref]

8. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications. [Google Scholar] [Crossref]

9. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage Publications. [Google Scholar] [Crossref]

10. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. [Google Scholar] [Crossref]

11. Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press. [Google Scholar] [Crossref]

12. Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 1–17. https://doi.org/10.10125/44695 [Google Scholar] [Crossref]

13. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. [Google Scholar] [Crossref]

14. Ismail, H. N., & Ismail, M. (2016). Learning strategies and students’ achievement in academic subjects. Journal of Educational Research and Practice, 6(1), 45–57. [Google Scholar] [Crossref]

15. Marvasti, A. B. (2018). Research methods in social sciences. New York, NY: Routledge. https://doi.org/10.4324/9781315167763 [Google Scholar] [Crossref]

16. Medianta, I. (2011). Language enrichment programs and their role in improving students’ communicative competence. Journal of Language Studies, 5(2), 45–58. [Google Scholar] [Crossref]

17. Mohamad, F., Halim, N. S. A., Kadir, Z. A., & Johar, E. M. (2023). The relationship between grammar learning strategies use and grammar competence. In M. Rahim et al. (Eds.), Embracing Change: Emancipating the Landscape of Research in Linguistic, Language and Literature (pp. 650–658). European Publisher. [Google Scholar] [Crossref]

18. Mohammad, A., & Ali, M. (2003). Language learning styles and grammar competence among learners of Arabic. Arab World Journal of Education, 10(2), 123–137. [Google Scholar] [Crossref]

19. Mohammad, A., Rahman, M., & Yusoff, Z. (2019). The effectiveness of module-based grammar instruction in Arabic language learning. Arab World English Journal, 10(3), 210–224. https://doi.org/10.24093/awej/vol10no3.14 [Google Scholar] [Crossref]

20. Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge. [Google Scholar] [Crossref]

21. Shahrzal, M., Rahman, N., & Abdullah, H. (2016). Mind mapping strategy in enhancing Arabic grammar learning. Malaysian Journal of Learning and Instruction, 13(2), 95–112. [Google Scholar] [Crossref]

22. Shobowale, O. O. (2016). Collaborative learning and simulation as strategies in language acquisition and grammar mastery. Journal of Language Teaching and Research, 7(3), 512–519. [Google Scholar] [Crossref]

23. Sofian, S. (2017). The implementation of language enhancement programs in higher education institutions. Journal of Educational Practice, 8(14), 22–30. [Google Scholar] [Crossref]

24. Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education. https://www.tirfonline.org [Google Scholar] [Crossref]

25. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Pres [Google Scholar] [Crossref]

26. Yahaya, H., Sardi, J., Radzi, M., Abdelhamid, I. Y., Abu Bakar, K., & Ahmad, S. Z. H. (2019). Analysis of M-learning requirements in Arabic language learning. Journal of Education and Practice, 10(12), 54–62. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study